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Our lab at the Harvard Graduate School of Education focuses on typical/atypical learning trajectories from infancy to adulthood with a special focus on language and reading development and the role of the environment in shaping these trajectories

Learning trajectories are shaped by the lifelong dynamic interplay between nature and nurture. Learning differences are often not identified until childhood/adolescence, but diverging trajectories of brain development may be present much earlier. Our work at the intersection of neuroscience, education, EdTech, and policy, focuses on typical/atypical learning trajectories.

We employ longitudinal behavioral and neuroimaging studies to characterize differences in learning as a complex outcome of cumulative risk and protective factors interacting within and across genetic, neurobiological, cognitive, and environmental levels from infancy to adulthood. Our theoretical work focuses on early multifactorial frameworks of learning differences with an emphasis on screening, early identification, and ‘preventive education’. Additionally, one important key aspect of our work is the translation of our research findings to address contemporary challenges in educational and clinical practice and policy.