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Children with dyslexia struggle with quick and accurate reading, children with dyscalculia with arithmetic and math, and children with ADHD with attentional difficulties and hyperactivity. Children with these developmental disorders tend to do less well in school and tend to go on to obtain a lower final degree. Low educational attainment is a major risk factor for poor health and wealth. It is known that learning difficulties (like dyslexia and dyscalculia) and ADHD run in families. That is, children are at increased risk if one of their parents has such a disorder. As such, this causes an intergenerational cycle of educational disadvantage. In the project GenEd, we aim to unravel why learning difficulties and ADHD run in families. The environmental side of learning difficulties and ADHD have been studied extensively in educational and pedagogical sciences, but so far, herein little attention has been paid to the genetic side. In GenEd, we will bring together expertise, data, and methods from special educational needs, public health, and behavioural genetics. We will study large cohorts of children, including information from parents, teachers, and school grade records. The genetics side will be studied using family data (e.g., twins) and using DNA data. By including genetics, the influence of the environment (parents and school) can be revealed. This insight into which environmental factors truly matter for the mitigation of learning difficulties and ADHD will inform how we can best support these children.

Poor educational achievement and ADHD in childhood are a major risk factors for poor health and low income in adulthood. Poor educational outcomes tend to run in families, generating a cycle of inequality. Children whose parents talk and read less to them, tend to struggle in school. This parent-child association has been interpreted as a causal effect of parenting, but parents provide their children not only with a rearing environment, but also genes. We can only discover causal effects of the home learning environment (e.g., parent-child interactions, reading storybooks, household chaos) if we control for genetics or run an RCT. Our overarching aim is to discover which aspects of the home learning environment causally impact children’s risk of ADHD and learning difficulties. 
GenEd will use a variety of innovative observational and experimental designs. We will employ existing rich datasets and will collect novel data to triangulate three intergenerational designs. Using an online-learning platform, we will assess parent and child literacy and numeracy in 3000 twin families. In an RCT, 2000 of these families will get access to the online-learning platform to boost the home learning environment. 
GenEd  will: 
1.	Include gene-environment interplay in studying children’s ADHD-symptoms, motivation, and literacy and numeracy skills
2.	Discover which features of the home learning environment have a causal impact 
3.	Test the effectiveness of offering families an online-learning platform to practice literacy and numeracy
GenEd ’s interdisciplinairity (representing education and genetics), combined with breakthroughs in statistical modelling, gene-finding work, and educational technology, make us uniquely suited to lead this timely project. GenEd  has the ground-breaking opportunity to unravel the mechanisms underlying familial educational disadvantage. This will inform policy on how to target malleable causal mechanisms to ensure that all children can learn and thrive.

Why do educational difficulties run in families? Genetically sensitive observational and intervention research on home learning environment

To be able to understand and use language is a prerequisite both for participation in society in general and for later School performance. However, there are many children entitled to special needs education who struggle with this. Still, several prior studies give reasons for optimism: With well-tailored interventions it is possible to change childrens Language comprehension. There is however a great need for studies of this when it comes to children With special needs. In this project we have worked with five studies to increase our knowledge in this area: In a Campbell review we have systematically summarized the effects from Language comprehension interventions. This review is now published. We have also done a randomised controlled trial where we have examined the effects from a language comprehension intervention. This is now published. We will continue to trace these children to see how their further development is affected by the intervention, for instance when it comes to their need for special needs education. We are also working on a Campbell/cochrane review that concerns the effect of Language interventions for children with severe Learning disorders (Down syndrome, autism Spectrum etc).This review is approaching publication. Next, we have completed at multiple case study of an intervention in special needs education for children with severe Reading disorders. We have also completed an RCT for children with poor number sense and Language problems that is now under publishing and a single case study of children with reading disorders that are also under publishing.

The ability to use and comprehend language is essential for scholastic achievement and participation in society. Unfortunately, many children with special educational needs face challenges in linguistic comprehension. Fortunately, prior meta-analyses have  shown that interventions targeting linguistic comprehension skills can enhance this. Still, there are weaknesses in these meta-analyses because they merge custom measures and standardised measures and have included studies without a control group. In hig h quality randomised controlled trials of linguistic comprehension interventions, results are mixed, but promising. Both Bowyer-Crane et al. (2008), Clarke et al. (2010) and our own research group have managed to demonstrate effects on linguistic comprehe nsion from such studies. However, more studies of children with language difficulties and special needs are highly needed. In order to address this we have designed a study with three work packages: WP1 is a Campbell collaboration review of the effect of  language comprehension interventions. Research is a cumulative enterprise, and by doing such a review we will systematise knowledge by using the highest standards of methodological rigor. WP2 is a randomised controlled trial of effects of a language compr ehension intervention in children with weak language skills. Here we will examine whether we can prevent special needs education children with language problems by giving them a targeted intervention in kindergarten. Work package 3 is a randomised control led trial of effects of a language comprehension intervention in children with special needs education and weak language comprehension skills. Here we will examine whether a targeted intervention can improve outcome from special needs education. An innova tion based on the project is the intervention material from WP2 and WP3. This will be produced and made availeble at low cost. In WP2 and WP3 we will use register data to gather important background information

Preventing and Improving Special Needs Education in Children with Language Problems: A Campbell Review and Randomised Controlled Trials

The present post-doc project aims to examine the effect from a preschool oral-language intervention. Undertaking this study is important for several reasons: On an international level, there is a scarcity of research on preschool interventions. This is es pecially true for studies concerning children demonstrating poor language skills in early child years. On a national level, the Norwegian Parliament has emphasized the need for screening language skills in all four-year old children. However, there has be en little focus on interventions that can prevent literacy failure in children that on this screening is identified to be at risk. 

In order to answer to these challenges, a randomised trial study that examines the effects from an oral-language preschool  intervention was designed. The study is involves pretest, intervention, post test, and a six-month follow up test. The intervention seeks to enhance expressive language, vocabulary and grammatical skills by undertaking different exercises based on direct  instruction and joint book reading. The study focuses on two groups of children at risk: native Norwegian-speaking children with poor language skills and bilingual-minority children. The children will be distributed across two conditions in a randomised waiting-list design. In addition to the randomised control, children receiving the intervention will be compared with a large reference group of unselected children. 

The questions this study will allow us to answer is to what degree there are effects fr om the intervention in general, and whether there are differential effects from the intervention between native Norwegian-speaking children and bilingual minority children. Moreover, the project will also enlighten the degree to which children that receiv e the intervention catch up with their normally developing peers. Also, the study will be able to show whether initial language status, gender and socio-economic factors have impact on intervention outcome.

Preventing Literacy Failure in Children at Risk: Effects from a preschool intervention on language and literacy

3 projects

UTDANNING-UTDANNING

Why do educational difficulties run in families? Genetically sensitive observational and intervention research on home learning environment

Awarded: NOK 12.0 mill.

Project Period: 2023-2029

Location: Oslo - Oslove

FINNUT-Program for forskning og innovasjon i utdanningssektoren

Preventing and Improving Special Needs Education in Children with Language Problems: A Campbell Review and Randomised Controlled Trials

Awarded: NOK 7.0 mill.

Project Period: 2014-2021

Location: Oslo - Oslove

FRIHUMSAM-Fri prosjektstøtte for hum.fag og samfunnsvitenskap

Preventing Literacy Failure in Children at Risk: Effects from a preschool intervention on language and literacy

Awarded: NOK 2.9 mill.

Project Period: 2009-2013

Location: Oslo - Oslove