movement-based learning experiences can scaffold language development in childhood. Rhythmic movement, dance, and coordinated action are thought to strengthen temporal prediction and sensitivity to speech rhythms, processes fundamental to phonological awareness and reading acquisition. The research will therefore test whether timing abilities provide a mechanistic link between bodily coordination and literacy development. Experimental studies will combine laboratory timing paradigms with ecologically valid movement activities, including rhythm training, coordinated movement games, and potentially dance-based educational interventions.

Across child and adult populations, the project will identify which aspects of timing are most strongly associated with reading ability and whether observed differences reflect stable deficits or variations in learning and adaptation. By integrating movement science, developmental psychology, and education, the research advances theoretical models of dyslexia while positioning movement-based educational approaches as scalable tools to support learning, wellbeing, and social engagement.

Ultimately, this PhD aims to establish sensorimotor timing as a foundational mechanism linking movement, language, and literacy development.

movement-based learning experiences can scaffold language development in childhood. Rhythmic movement, dance, and coordinated action are thought to strengthen temporal prediction and sensitivity to speech rhythms, processes fundamental to phonological awareness and reading acquisition. The research will therefore test whether timing abilities provide a mechanistic link between bodily coordination and literacy development. Experimental studies will combine laboratory timing paradigms with ecologically valid movement activities, including rhythm training, coordinated movement games, and potentially dance-based educational interventions.

Across child and adult populations, the project will identify which aspects of timing are most strongly associated with reading ability and whether observed differences reflect stable deficits or variations in learning and adaptation. By integrating movement science, developmental psychology, and education, the research advances theoretical models of dyslexia while positioning movement-based educational approaches as scalable tools to support learning, wellbeing, and social engagement.

Ultimately, this PhD aims to establish sensorimotor timing as a foundational mechanism linking movement, language, and literacy development.