Monica Melby-Lervåg
Reading Disorders and genetics: Effects and transfer effects from language and reading interventions
University of Oslo, Norway
Monica Melby-Lervåg is a professor in special needs education and does studies in language, reading and math development both in children with disorders and of individual differences. She has worked with different methods, but has the last years focused much on randomized trials. She is employed at a centre at the university of Oslo in a position focusing on interventions in education.
Marta Łockiewicz
Wellbeing and Support – The Perspective of Adults with Dyslexia in Poland
University of Gdańsk, Poland
Info to come
Marta Łockiewicz works as an Associate Professor and the Head of Division of Psychology and Psychopathology of Development at the Institute of Psychology, Faculty of Social Sciences, University of Gdańsk, Poland. Her research interests include factors contributing to L1 and L2 literacy, the development of literacy, neurodevelopmental learning difficulties in reading, spelling, and writing, as well as the challenges faced by Polish students – particularly those with dyslexia – in learning English as a Foreign Language. She co-developed one assessment tool for diagnosing dyslexia in adults. She is an Honorary Member of the Polish Dyslexia Association and currently serves as Secretary of the General Assembly of the European Literacy Network (ELN).
Marie Lallier
Learning to Read Across Languages: When Dyslexia Meets Bilingualism
Basque Center on Cognition, Brain, and Language, Spain
Info to come
Marie Lallier is an Ikerbasque Research Professor and the leader of the Educational Neuroscience and Developmental Disorders group at the Basque Center on Cognition, Brain, and Language in San Sebastián, Spain. Her research focuses on the neurocognitive bases of reading and dyslexia, with a particular emphasis on how environmental factors, such as bilingualism, can be leveraged to support reading development. To address these questions, she uses longitudinal and cross-sectional designs, along with behavioral, MEG, MRI, and genetic methods. She has published extensively and secured major funding, including a recently awarded ERC Consolidator Grant. Her work bridges fundamental research and practical applications, translating findings into educational and clinical practice, collaborating with clinical institutions, and promoting dialogue between researchers and practitioners in the field of dyslexia (e.g., through the iWORDD conference).
Jo Van Herwegen
Inside Dyscalculia: Cognitive Diversity, Learner Experiences, and Effective Targeted and Universal Interventions
University College London, United Kingdom
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Jo Van Herwegen is a professor of Developmental Psychology and Education at UCL Institute of Education and director of the Child Development and Learning Difficulties lab and director for the Centre for Educational Neuroscience. Her research focuses on improving educational outcomes, especially for those with learning difficulties and neurodevelopmental conditions, using evidence from developmental psychology and educational neuroscience. She has evaluated targeted interventions for those with SEND, issues and best practice around the SEND code of practice, school transitions and inclusion for those with SEND, and CPD for educational staff. Jo has co-edited three books and has written over 80 peer-reviewed articles and book chapters.
https://profiles.ucl.ac.uk/71113-jo-van-herwegen
Kristina Moll
The Heterogeneous Nature of Dyslexia: Diverse Developmental Pathways and Co-Occurring Challenges
Info to come
Kristina Moll is a developmental psychologist. She qualified as professor (habilitation) in psychology at the University of Graz, Austria. Since 2013, she is working as researcher at the Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, LMU-Hospital of the University of Munich, Germany, where she is leading the research unit and the university outpatient clinic for learning disorders.
Her research focuses on typical and atypical reading, spelling, and mathematical development, on literacy development in different orthographies, on neuro-cognitive mechanisms underlying learning disorders, on the comorbidity of learning disorders, and on the development and evaluation of intervention programs to improve literacy skills. Since 2022, she is a joint editor of the Journal of Child Psychology and Psychiatry (JCPP) with special responsibility for reading and language disorders and related topics. Kristina was also trained as dyslexia therapist and has set up training courses for learning therapists. She is leading the science advisory board of the German dyslexia association.