Ahw, thank you so much, Hope, really appreciate it! I love our shared mission of bringing genetic thinking into reading research.

That's so kind, Jasmin! I just got a message from @magdamatetovici.bsky.social that someone from Lancaster sent it to her, so no longer needed :)

(2/2) Do you happen to have the BAS II manual? ☝️@salonikrishnan.bsky.social @nickyjdawson.bsky.social @emljames.bsky.social @deevybee.bsky.social
🙏

Wish you a speedy recovery, Paige!❤️‍🩹

(2/2)
🔗 About my award talk: virtual.oxfordabstracts.com/event/75220/...

Friday 3:50–4:50 pm, Learning Center, Atlanta GA #DyslexiaCon25

#Education #Genetics #Dyslexia #ScienceOfReading #DyslexiaCon

(2/2) Tagging our department @ntrbiopsy.bsky.social and our Research Master's programme, which Madelief did:
www.vu.nl/genes #rmGBH

🏠 Language & reading often “run in families” — not just through shared environment, but also through shared genes.

Parents pass on both DNA & experiences. Their own traits shape the home & how they interact with children — creating gene–environment correlations.

🖼️ child ↔ parents ↔ broader context

🧬 Language & reading show moderate to high heritability—differences among children are partly inherited.

A polygenic score sums thousands of tiny DNA effects to estimate genetic propensity, but it’s not destiny: environment & chance still matter.

🖼️ many small variants → one polygenic score

Thanks, Caro, really glad you like it! 😊We hoped it would be a broad and accessible overview for the language and literacy community.
@nickyjdawson.bsky.social @emljames.bsky.social @salonikrishnan.bsky.social

📊 Language & reading skills form a continuum—not two groups of “typical” vs “disordered”

Conditions like dyslexia or developmental language disorder (DLD) reflect the lower end of normal variation in these skills, not distinct categories

🖼️ continuous distribution of ability, with cut-offs shown