Background
Reading and mathematics are essential skills for success in school and everyday life. Yet many children struggle to develop these skills, and difficulties in reading (dyslexia) and mathematics (dyscalculia) often occur together. But why? Do these difficulties share the same genetic and environmental origins, or does learning to read influence how children develop mathematical skills? Despite decades of research, we still lack clear answers.
The project combines genetics, psychology and educational research to address three key questions:
- Why do reading and mathematics difficulties run in families? Using large datasets containing genetic information from parents and children, we will investigate how inherited genetic influences and family environments contribute to the overlap between these skills.
- Does language and reading development influence mathematical learning? By following children over time, we will investigate how these skills develop together, while accounting for stable influences such as genetics and family background.
- Can improving reading comprehension also improve mathematics? In a randomised controlled trial, we will test whether strengthening reading comprehension helps children solve mathematical word problems, providing evidence about whether one skill can directly influence the other.
WORDS2NUMBERS brings together researchers from several disciplines.
The project has the potential to transform our understanding of learning difficulties, improve how dyslexia and dyscalculia are identified and assessed, and pave the way for more effective educational interventions. It will also strengthen Norway's international position in research on learning difficulties.
