This is an indicative list. Please refer to individual IRIS profiles for more information.
- Areces, D., Dockrell, J., García, T., González-Castro, P., & Rodríguez, C. (2018). Analysis of cognitive and attentional profiles in children with and without ADHD using an innovative virtual reality tool. PLoS One, 13 (8), e0201039.
- Arfé, B., Dockrell, J. E., & De Bernardi, B. (2016). The effect of language specific factors on early written composition: the role of spelling, oral language and text generation skills in a shallow orthography. Reading and Writing.
- Bakopoulou, I., & Dockrell, J. E. (2016). The role of social cognition and prosocial behaviour in relation to the socio-emotional functioning of primary aged children with specific language impairment. Research in Developmental Disabilities, 49-50, 354–370.
- Balladares, J., Marshall, C., & Griffiths, Y. (2016). Socio-economic status affects sentence repetition, but not non-word repetition, in Chilean preschoolers. First Language.
- Basma, B., & Savage, R. (2018). Teacher Professional Development and Student Literacy Growth: a Systematic Review and Meta-analysis. Educational Psychology Review. doi:10.1007/s10648-017-9416-4
- Best, W., Fedor, A., Hughes, L., Kapikian, A., Masterson, J., Roncoli, S., Thomas, M. S. C.(2015). Intervening to alleviate word-finding difficulties in children: case series data and a computational modelling foundation. Cognitive Neuropsychology, 32(3-4), 133–168.
- Botting, N., Jones, A., Marshall, C. R., Denmark, T., Atkinson, J., & Morgan, G. (2016). Nonverbal executive function is mediated by language: A study of deaf and hearing children. Child Development.
- Carroll, C., & Hurry, J. (2018). Supporting pupils in school with social, emotional and mental health needs: a scoping review of the literature. Emotional and Behavioural Difficulties, 1-16. doi:10.1080/13632752.2018.1452590
- Connelly, D. M., Dockrell, J. E., Shield, B. M., Conetta, R., & Cox, T. J. (2015). Students’ Perceptions of School Acoustics and the Impact of Noise on Teaching and Learning in Secondary Schools: Findings of a Questionnaire Survey. Energy Procedia, 78, 3114–3119.
- Connolly, D., Dockrell, J., Shield, B., Conetta, R., Mydlarz, C., & Cox, T. (2019). The effects of classroom noise on the reading comprehension of adolescents. J Acoust Soc Am, 145 (1).
- Cowan, R., Hurry, J., & Midouhas, E. (2017). The relationship between learning mathematics and general cognitive ability in primary school. The British Journal of Developmental Psychology, The British journal of developmental psychology, 12 August 2017.
- Cowan, R. (2015). Education. In R. C. Kadosh & A. Dowker (Eds.), The Oxford handbook of numerical cognition. Oxford, UK: Oxford University Press.
- Cowan, R. J. (2015). Number skills in primary school: development and individual differences.
- D’Souza, D., & Filippi, R. (2017). Progressive modularization: Reframing our understanding of typical and atypical language development. First Language
- Dockrell, J. E., Connelly, V., & Arfè, B. (2019). Struggling writers in elementary school: Capturing drivers of performance. Learning and Instruction, 60, 75-84.
- Dockrell, J. E & Hurry, J (2018).The identification of speech and language problems in elementary school: Diagnosis and co-occurring needs. Research in Developmental Disabilities.
- Dockrell, J. E., Howell P., Leung D., Fugard A. J. B. (2017). Children with Speech Language and Communication Needs in England: Challenges for Practice. Frontiers in Education, 2(35).
- Dockrell, J. E., & Howell, P. (2016). Identifying the challenges and opportunities to meet the needs of children with speech, language and communication difficulties. British Journal of Special Education, 42(4), 411–428.
- Dockrell, J. E., Marshall, C. R., & Wyse, D. (2016). Teachers’ reported practices for teaching writing in England. Reading and Writing, 29(3), 409–434.
- Dockrell, J., E., Marshall, J. E. & Wyse, D. (2015). Evaluation of “Talk for Writing.”
- Dockrell, J. E. and Marshall, C. R. (2015), Measurement Issues: Assessing language skills in young children. Child and Adolescent Mental Health, 20, 116–125.
- Dockrell, J. E., Bakopoulou, I., Law, J., Spencer, S., & Lindsay, G. (2015). Capturing communication supporting classrooms: The development of a tool and feasibility study. Child Language Teaching and Therapy.
- Donovan, J. L., & Marshall, C. R. (2016). Comparing the Verbal Self-Reports of Spelling Strategies Used by Children With and Without Dyslexia. International Journal of Disability, Development and Education, 63(1), 27–44.
- Filippi, R. (2018). Bilingual cognition and language: The state of the science across its subfield. FIRST LANGUAGE, 38 (6), 669-671.
- Filippi, R, D'Souza, D, & Bright, P. (2018). A Developmental Approach to Bilingual Research: The Effects of Multi-language Experience from Early Infancy to Old Age. International Journal of Bilingualism (2018) (In Press)., International Journal of Bilingualism.
- Filippi, R., Morris, J., Richardson, F., Bright, P., Thomas, M.S.C, Karmiloff-Smith, A., and Marian, V. (2015). Bilingual children show an advantage in controlling verbal interference during spoken language comprehension. Bilingualism: Language & Cognition, 18(03), 490-501.
- Folke, T., Ouzia, J., Bright, P., De Martino, B. & Filippi, R. (2016). A Bilingual Disadvantage in Metacognitive processing. Cognition, 150, 119-132
- Gutierrez-Sigut, E., Daws, R., Payne, H., Blott, J., Marshall, C., & MacSweeney, M. (2015). Language lateralization of hearing native signers: A functional transcranial Doppler sonography (fTCD) study of speech and sign production. Brain and Language, 151, 23–34.
- Holliman, A. J., Hurry, J., & Bodman, S. (2016). Children’s reading profiles on exiting the Reading Recovery programme: do they predict sustained progress? Journal of Research in Reading, 39(1), 1–18.
- Hurry, J., & Rogers, L. (2014). Education, training and employment in prison and post-release. London Review of Education, 12, 159-161.
- Hurry, J., Lawrence, P., Wilson, A., & Plant, J. (2014). Write To Be Heard: supporting offender learning through creative writing.
- Johnson, McNally, Rolfe, Ruiz-Valenzuela, Savage, Vousden & Wood, 2018. Teaching Assistants, Computers and Classroom Management: Evidence from a Randomised Control Trial, CEP Discussion Papers dp1562, Centre for Economic Performance, LSE.
- Jones, A., Toscano, E., Botting, N., Marshall, C. R., Atkinson, J., Denmark, T., Herman, R., & Morgan, G. (2016). Narrative skills in deaf children who use spoken English: Dissociations between macro and microstructural devices. Research in Developmental Disabilities, 59, 268-282.
- Joye, N., Broc, L., Olive, T. & Dockrell J.(2018) Spelling Performance in Children with Developmental Language Disorder: A Meta-Analysis across European Languages. Scientific Studies of Reading.
- Jones, A., Atkinson, J., Marshall, C. R., Botting, N., St Clair, M., & Morgan, G. (2020). Expressive vocabulary predicts non-verbal executive function: a 2-year longitudinal study of deaf and hearing children. Child Development.
- Kerrigan, L., Thomas, M.S.C., Bright, P., & Filippi, R. (2016). Evidence of an advantage in visualspatial memory for bilingual compared to monolingual speakers. Bilingualism: Language & Cognition, 1-11
- Llaurado, A., & Tolchinsky, L. (2015). The developmental pattern of spelling in Catalan from first to fifth school grade. Writing Systems Research, 1–20.
- Lindsay, G., Ricketts, J., Peacey, L. V., Dockrell, J. E., & Charman, T. (2016). Meeting the educational and social needs of children with language impairment or autism spectrum disorder: the parents’ perspectives. International Journal of Language & Communication Disorders, 51(5), 495–507.
- Marshall, C. R. (Ed.) (2016). Language development and developmental language disorders: A special issue in honour of Heather van der Lely. First Language.
- Marshall, C. R., & Hobsbaum, A. (2015). Sign-Supported English: is it effective at teaching vocabulary to young children with English as an Additional Language? International Journal of Language & Communication Disorders.
- Marshall, C., Jones, A., Denmark, T., Mason, K., Atkinson, J., Botting, N., & Morgan, G. (2015). Deaf children’s non-verbal working memory is impacted by their language experience. Frontiers in Psychology, 6.
- Marshall, C. R., Jones, A., Fastelli, A., Atkinson, J., Botting, N. and Morgan, G. (2018). Semantic fluency in deaf children who use spoken and signed language in comparison with hearing peers. International Journal of Language & Communication Disorders.
- Marshall, C. R., Mason, K., Rowley, K., Herman, R., Atkinson, J., Woll, B. & Morgan, G. (2015). Sentence repetition in deaf children with specific language impairment in British Sign Language. Language Learning and Development, 11, 237-251.
- Marshall, C. R. & Morgan, G. (2016, April). Raising and educating deaf children. Specific language impairment in deaf and hard-of-hearing children who use a signed language. (eBulletin)
- Marshall, C. R. & Morgan, G. (2015). From gesture to sign language: Conventionalisation of classifier constructions by adult hearing learners of BSL. Topics in Cognitive Science, 7, 61-80.
- Masterson, J., & Roncoli, S. (2016). ‘Unexpected’ spelling difficulty in a ten-year-old child with good reading skills: An intervention case study. Writing Systems Research. doi:10.1080/17586801.2016.1159539
- Niolaki, G. Z., Terzopoulos, A. R., & Masterson, J. (2017). A sublexical training study for spelling in a biliterate Greek- and English-speaking child. Neuropsychological Rehabilitation, 27(4), 540-562.
- Ouzia, J., Filippi, R. (2016). The bilingual advantage in the auditory domain: new directions in methodology and theory. In: The cognitive control of multiple languages in one mind: Empirical studies and new directions (John W. Schwieter Eds.)
- Savage, R., Georgiou, G., Parrila, R., & Maiorino, K. (2018). Preventative Reading Interventions Teaching Direct Mapping of Graphemes in Texts and Set-for-Variability Aid At-Risk Learners. Scientific Studies of Reading, 1-23.
- Savage, R. S., McBreen, M., Genessee, F., Erdos, C., Haigh, C., & Nair, A. (2018). Rapid automatic naming predicts more than sublexical fluency: Evidence from English-French bilinguals. Learning and Individual Differences. doi:10.1016/j.lindif.2018.02.001
- Stuart, M. & Stainthorp, R. (2016). Reading Development and Teaching. London: Sage Publications Ltd.
- Sumner, E., Leonard, H. C., & Hill, E. L. (2018). Comparing Attention to Socially-Relevant Stimuli in Autism Spectrum Disorder and Developmental Coordination Disorder. Journal of abnormal child psychology. doi:10.1007/s10802-017-0393-3
- Sumner, E., Pratt, M. L., & Hill, E. L. (2016). Examining the cognitive profile of children with Developmental Coordination Disorder. Research in Developmental Disabilities, 56, 10-17. doi:10.1016/j.ridd.2016.05.012
- Sumner, E., Hutton, S. B., Kuhn, G., & Hill, E. L. (2016). Oculomotor atypicalities in Developmental Coordination Disorder. Developmental Science. doi:10.1111/desc.12501
- Sumner, E., Leonard, H. C., & Hill, E. L. (2016). Overlapping Phenotypes in Autism Spectrum Disorder and Developmental Coordination Disorder: A Cross-Syndrome Comparison of Motor and Social Skills. Journal of Autism and Developmental Disorders, 46 (8), 2609-2620. doi:10.1007/s10803-016-2794-5
- Terzopoulos, A. R., Duncan, L. G., Wilson, M. A. J., Niolaki, G. Z., & Masterson, J. (2016). HelexKids: A word frequency database for Greek and Cypriot primary school children. Behavior Research Methods.
- van den Bedem, N. P., Dockrell, J. E., van Alphen, P. M., Kalicharan, S. V., & Rieffe, C. (2018). Victimization, Bullying, and Emotional Competence: Longitudinal Associations in (Pre)Adolescents With and Without Developmental Language Disorder. J Speech Lang Hear Res, 1-17.