A researcher investigating reading acquisition, processing, assessment or instruction. This specialisation does not by itself assert a particular clinical qualification.
A researcher investigating reading, language development or the processes supporting literacy.[ref]
Learning Words from Context by William E. Nagy and others. Reading Research Quarterly 20, 233–253; incidental word knowledge after reading natural text and limited extrapolation
A researcher investigating reading, language development or the processes supporting literacy.[ref]
The simple view of reading by Wesley A. Hoover and Philip B. Gough. Reading and Writing 2, 127–160; decoding, linguistic comprehension and product predictions in a longitudinal bilingual sample
A researcher investigating reading, language development or the processes supporting literacy.[ref]
Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study by Valerie Muter and others. Developmental Psychology 40, 665–681; ninety school entrants, two-year follow-up and distinct predictors
A researcher investigating reading, language development or the processes supporting literacy.[ref]
The simple view of reading by Wesley A. Hoover and Philip B. Gough. Reading and Writing 2, 127–160; decoding, linguistic comprehension and product predictions in a longitudinal bilingual sample
A researcher investigating reading, language development or the processes supporting literacy.[ref]
Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis by Peter J. Hatcher and others. Child Development 65, 41–57; matched groups of seven-year-old poor readers, reading/phonology/combined/control conditions
A researcher investigating reading, language development or the processes supporting literacy.[ref]
Ameliorating children's reading-comprehension difficulties: a randomized controlled trial by Paula J. Clarke and others. Psychological Science 21, 1106–1116; text/oral/combined interventions, untreated comparison and eleven-month follow-up
A researcher investigating reading, language development or the processes supporting literacy.[ref]
Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension by Margaret J. Snowling and others. Journal of Child Psychology and Psychiatry 61, 672–680; dyslexia-only, DLD-only and comorbid groups at eight, comprehension at eight/nine
Portrait of Margaret Snowling
. St John's College, Oxford: external institutional portrait. Source.A researcher investigating reading, language development or the processes supporting literacy.[ref]
Statistical learning in reading: variability in irrelevant letters helps children learn phonics skills by Keith S. Apfelbaum and others. Developmental Psychology 49, 1348–1365; 224 first graders, vowel mappings with varied/similar consonants and transfer tasks
A researcher investigating reading, language development or the processes supporting literacy.[ref]
The influence of consistency, frequency, and semantics on learning to read: an artificial orthography paradigm by Joanne S. H. Taylor and others. Journal of Experimental Psychology: Learning, Memory, and Cognition 37, 60–76; sixteen/32 adults, novel script, frequency/consistency and pretraining
Portrait of Joanne S. H. Taylor
. UCL: external institutional portrait. Source.- Comparing and validating methods of reading instruction using behavioural and neural findings in an artificial orthography by Joanne S. H. Taylor and others
- The influence of consistency, frequency, and semantics on learning to read: an artificial orthography paradigm by Joanne S. H. Taylor and others
A researcher investigating reading, language development or the processes supporting literacy.[ref]
Reading Comprehension Tests Vary in the Skills They Assess: Differential Dependence on Decoding and Oral Comprehension by Janice M. Keenan and others. Scientific Studies of Reading 12, 281–300; five measures, differential decoding/listening dependence and developmental changes
Portrait of David L. Share
. Association for Reading and Writing in Asia: external conference portrait. Source.Researcher whose work includes An attempt to correct erroneous ideas among teacher education students: the effectiveness of refutation texts by Marta Ferrero and others.
Researcher whose work includes Matching learning style to instructional method: effects on comprehension by Beth A. Rogowsky and others.
Portrait of Beth A. Rogowsky
. Photograph hosted by Commonwealth University; credits and usage information are on the linked source page. Source.Researcher whose work includes Neuromyths in education: prevalence and predictors of misconceptions among teachers by Sanne Dekker and others.
Researcher whose work includes What one hundred years of research says about the effects of ability grouping and acceleration on K–12 students' academic achievement: findings of two second-order meta-analyses by Saiying Steenbergen-Hu and others.
Researcher whose work includes Ability grouping and student achievement in elementary schools: a best-evidence synthesis by Robert E. Slavin.
Researcher whose work includes Effects of first-grade number knowledge tutoring with contrasting forms of practice by Lynn S. Fuchs and others.
Researcher whose work includes Using knowledge of children's mathematics thinking in classroom teaching: an experimental study by Thomas P. Carpenter and others.
Portrait of Thomas P. Carpenter
. Photograph hosted by Heinemann; credits and usage information are on the linked source page. Source.A researcher investigating reading, language development or the processes supporting literacy.[ref]
Constraints in the production of written text in children with specific language impairments by Julie E. Dockrell and others. Exceptional Children 73, 147–164; 64 children with language-impairment history, measures at eight and written text at ten
Education researcher whose research is represented by Revisiting the marshmallow test by Tyler W. Watts and others.
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