Updated March 2016
Publications – LLNR&P
Indicative list. Please refer to individual Iris profiles for more information.
Arfé, B., Dockrell, J. E., & Berninger, V. W. (2014). Writing Development in Children with Hearing
Loss, Dyslexia or Oral Language Problems: Implications for Assessment and Instruction.
NY: Oxford University Press.
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. http://doi.org/10.1007/s11145-015-9617-5
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.
http://doi.org/10.1016/j.ridd.2015.12.013
Balladares, J., Marshall, C., & Griffiths, Y. (2016). Socio-economic status affects sentence
repetition, but not non-word repetition, in Chilean preschoolers. First Language.
http://doi.org/10.1177/0142723715626067
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.
http://doi.org/10.1080/02643294.2014.1003204
Bosanquet, P., Radford, J. & Webster, R. (2015) The teaching assistants’ guide to interaction:
How to maximize your practice. London: Routledge.
Connolly, 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. http://doi.org/10.1016/j.egypro.2015.11.766
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.
Cowan, R. C. J., Dowker, A., & Cohen Kadosh, R. (2015). Oxford Handbook of Numerical
Cognition [Digital scholarly resource]. doi:10.1093/oxfordhb/9780199642342.013.67
Cowan, R., & Powell, D. (2014). The contributions of domain-general and numerical factors to
third-grade arithmetic skills and mathematical learning disability. Journal of Educational
Psychology, 106(1), 214–229. http://doi.org/10.1037/a0034097
Diamanti, V., Goulandris, N., Stuart, M., & Campbell, R. (2014). Spelling of derivational and
inflectional suffixes by Greek-speaking children with and without dyslexia. Reading and
Writing: An Interdisciplinary Journal, 27(2), 337-358.
Dockrell, J. E., & Howell, P. (2015). Identifying the challenges and opportunities to meet the
needs of children with speech, language and communication difficulties: British Journal of
Special Education. British Journal of Special Education, 42(4), 411–428.
http://doi.org/10.1111/1467-8578.12115
Dockrell, J. E., Marshall, C. R., & Wyse, D. (2016). Teachers’ reported practices for teaching
writing in England. Reading and Writing, 29(3), 409–434. http://doi.org/10.1007/s11145015-9605-9
Dockrell, J., E., Marshall, J. E. & Wyse, D. (2015). Evaluation of “Talk for Writing.”
http://doi.org/10.13140/RG.2.1.2332.0160. Retrieved 21/03/2016 from
https://educationendowmentfoundation.org.uk/evaluation/projects/talk-for-writing/
Dockrell, J. E., Ricketts, J., Charman, T. & Lindsay, G. (2014). Exploring Writing in Products in
pupils with Language Impairments and Autism Spectrum Disorders. Learning and
Instruction Learning and Instruction, 32. pp. 81-90. ISSN 0959-4752 doi
Dockrell, J. E, Lindsay, G., Roulstone, S. & Law, J. (2014). Supporting children with speech
language and communication needs: an overview of the results of the better
communication research programme. International Journal of Language and
Communication Difficulties
Dockrell, J. E. and Marshall, C. R. (2015), Measurement Issues: Assessing language skills in
young children. Child and Adolescent Mental Health, 20: 116–125.
doi: 10.1111/camh.12072
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. doi: 10.1177/0265659015572165
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.
http://doi.org/10.1080/1034912X.2015.1111302
Herman, R., Rowley, K., Marshall, C. R., Mason, K., Atkinson, J., Woll, B. & Morgan, G. (2014).
Documenting and profiling SLI in Deaf children who are sign language users. In
Multilingual Aspects of Signed Language Communication and Disorder. Quinto-Pozos, D.
(ed.). Bristol, UK: Multilingual Matters. Pp.45-69.
Holliman, A. J., Hurry, J., & Bodman, S. (2016). Children’s reading profiles on exiting the Reading
Recovery programme: do they predict sustained progress?: PREDICTING PROGRESS
AFTER READING RECOVERY. Journal of Research in Reading, 39(1), 1–18.
http://doi.org/10.1111/1467-9817.12041
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. Retrieved 21/03/2016 from
http://www.artsevidence.org.uk/media/uploads/writetobeheard-finalreport.pdf
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. http://doi.org/10.1016/j.bandl.2015.10.006
Llaurado, A., & Tolchinsky, L. (2015). The developmental pattern of spelling in Catalan from first
to fifth school grade. Writing Systems Research, 1–20.
http://doi.org/10.1080/17586801.2014.1000812
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: Perspectives of parents of children with LI, ASD.
International Journal of Language & Communication Disorders, n/a–n/a.
http://doi.org/10.1111/1460-6984.12226
Marshall, C. R. (2014). Dyslexia, reading and educational neuroscience. Dyslexia Review, 25, 811.
Marshall, C. R. (2014). Word production in children with developmental language impairments.
Philosophical Transactions of the Royal Society B: Biological Sciences, 369: 20120389.
http://dx.doi.org/10.1098/rstb.2012.0389
Marshall, C. R. (Ed.) (2013). Current Issues in Developmental Disorders. In series “Current
Issues in Developmental Psychology”. London, UK: Psychology Press.
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. http://doi.org/10.1111/1460-6984.12161
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. http://doi.org/10.3389/fpsyg.2015.00527
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. (2015). From gesture to sign language: Conventionalisation of
classifier constructions by adult hearing learners of BSL. Topics in Cognitive Science, 7,
61-80.
Marshall, C. R., Rowley, K. & Atkinson, J. (2014). Modality-dependent and -independent factors
in the organization of the signed language lexicon: Insights from semantic and
phonological fluency tasks in BSL. Journal of Psycholinguistic Research, 43, 587-610.
Niolaki, G. Z., Masterson, J., & Terzopoulos, A. R. (2014). Spelling improvement through lettersound and whole-word training in two multilingual Greek-and English-speaking children.
Multilingual Education, 4(1), 1–23.
Niolaki, G. Z., Terzopoulos, A. R., & Masterson, J. (2015). A sublexical training study for spelling
in a biliterate Greek- and English-speaking child. Neuropsychological Rehabilitation, 1–23.
http://doi.org/10.1080/09602011.2015.1105825
Niolaki, G, Terzopoulos, A. & Masterson, J. (2014). Varieties of developmental dyslexia in Greek.
Writing Systems Research, published online 12 March 2014. DOI:
10.1080/17586801.2014.893862.
Pellicano, L., & Cowan, R. (2014). Autism, special needs and mathematics learning. In
Encyclopedia of mathematics education. New York: Springer.
Powell, D., Stainthorp, R., & Stuart, M. (2014). Deficits in orthographic knowledge in children poor
at rapid automatized naming (RAN) tasks? Scientific Studies of Reading, 18(3), 192 - 207.
Radford, J., Bosanquet, P., Webster, R., Blatchford, P.,& Rubie-Davies, C. (2014). Fostering
learner independence through heuristic scaffolding: a valuable role for teaching assistants.
International Journal of Educational Research. 63, 116-126.
Radford, J., Bosanquet, P., Blatchford, P., & Webster, R. (2015). Scaffolding instruction for
children with special educational needs: clarifying teacher and TA roles in the classroom.
Learning and Instruction, 25, 1-10.
Radford, J. (forthcoming). Helpling Language Learning in Inclusive Classrooms. In Amalia BarOn and David Dorit (Eds.) Handbook of Communication Disorders: Theoretical, Empirical
and Linguistic Perspectives. Berlin: Mouton de Gruyter.
Ramus, F., Marshall, C. R., Rosen, S., & van der Lely, H. K. J. (2013). Developmental dyslexia
and specific language impairment: Towards a multidimensional model. Brain, 136, 630645.
Rogers, L., Hurry, J., Simonot, M., & Wilson, A. (2014). Inside Education: The Aspirations and
Realities of prison education for under 25s in the London area. London Review of
Education, 175-183.
Stainthorp, R., Powell, D., & Stuart, M. (2013). The relationship between rapid naming and word
spelling in English. Journal of Research in Reading, 36, 371 - 388.
Stuart, M. (2014). The place of phonics in guided reading. Pps. 39 - 51 in S. Bodman & G.
Franklin (Eds.). Which Book and Why: Using Book Bands and Book Levels for Guided
Reading in Key Stage 1. London: IOE Press.
Stuart, M. & Stainthorp, R. (2016). Reading Development and Teaching. London: Sage
Publications Ltd.
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. http://doi.org/10.3758/s13428-015-0698-5
Tolchinsky, L. & LLauradó, A. (2014). Developing a written lexicon in a multilingual environment.
In Grommes, P. & Hu, (eds.): Plurilingual education: Policies, Practice, language
development. Hamburg Studies in Linguistic Diversity (HSLD) Amsterdam, NL: John
Benjamin
Wyse, D., Fentiman, A., Sugrue, C. and Moon, S. (2014). English Language Teaching and Whole
School Professional Development in Tanzania. International Journal of Educational
Development. Vol. 38, 59-68. DOI: 10.1016/j.ijedudev.2014.04.002
Wyse, D. and Ferrari, A. (2015) Creativity and Education: Comparing the national curricula of the
states of the European Union with the United Kingdom. British Educational Research
Journal. Vol. 41(1), 30–47.
Wyse, D., Davis, R., Jones, P., and Rogers, S. (Eds.) (2015) Education and Childhood: From
current certainties to new visions. London: Routledge.