Dr Sharon McMurray

Learning to spell
(Co-authors - Jarman, Carew, Phillips)

Susanna Cederquist - Strengths and dyslexia - the whole picture

- Dyslexic Strengths needed in the past and the future
- Supporting student growth through a strength-based approach
- The WHOLE Picture in Singapore
- Dyslexia, the Whole Picture and the 360 degree Perspective

Dr Georgia Niolaki

Typical and atypical spelling across different needs and languages (Co-authors - Vousden, Terzopoulos, Taylor, Masterson)

Dr Abiodun Adewunmi

Effect of Shared Reading on Vocabulary Acquisition of Pupils with Dyslexia in Ibadan, Nigeria

Prof John Stein

Unique Yellow or Blue Filters for poor readers - interim report on a Double Blind, Randomised Control, Trial

Dr Asimina Vasalou

How do different learner groups process instructional feedback in a literacy game?

Maria Vazeux

Syllable-first rather than letter-first to improve phonemic awareness

Dr Sharon McMurray

Learning to Read: A proactive approach to prevent reading failure

Chunyang Liang

The Effectiveness of an English Intervention Program for Emergent Mandarin-English Speakers

Grace Elliott

Reading for Meaning: Interventions to ameliorate children’s reading comprehension difficulties

Prof Anna Barnett

The assessment and teaching of writing skills
(Co-authors - Esposito, Herbert, Sumner, Prunty, Nightingale, Canniford, Dockrell, Stuart)

Dr Audrey Mazur- Palandre

Information flow in written text production: the case of the dyslexic students in higher education

Dr Paz Suárez-Coalla

Quality of written texts by Spanish children with dyslexia

Sophie Hall

The Writing Beliefs of UK Higher Education Students with and without Dyslexia.

Kristl Kirk

Decoding music education with dyslexic students: Exploring dyslexic strengths within instrumental music lesson

Craig White

Dyslexia & Orchestral Musicians

Shae Wissell

Adults with dyslexia: A snapshot of the demands on adulthood in Australia

Prof Julia Carroll

Emotional wellbeing in individuals with literacy difficulties: Risk Factors and Support
(Co-authors - Thompson, Wood, Soares, Boyes, Badcock, Francis, Hudson, Kohnen, Mobach, McArthur, Leitao, Claessen, Dzidic, Nayton, Torppa)

Prof Gilles Richard

Can We Use AI to Detect Dyslexia in Children’s reading?

Sarah-Anne Evans

Experiences of emergency online learning during Covid-19 for University students recently diagnosed with dyslexia

Dr Stefanie Jung

Writing mode: Does it affect children with and without developmental dyslexia comparably?

Lisa Jacobs

The Lifelong Learning Experiences of Students with Dyslexia in UK Higher Education.

Dr Carol Leather

Adult dyslexia: literacy, language and executive functioning

Ellen Reynor

Supporting Dyslexia in the classroom: Findings from a study of RAN and Executive Functions in pupils with dyslexia and literacy difficulties.

Margot De Rom

The relationship between inhibition and reading at the word and sentence levels

Fiona Falkingham

Dealing with work stress: the job demands and job resources of dyslexic employee

Prof Rod Nicolson

Strengths and Dyslexia: The What and the Why
(Co-authors - Stein, Eide, Eide, Fawcett, Agahi, Piacesi)

Claire Gosse -

Investigating children with dyslexia’s writing difficulties: an fMRI experiment

Dr Marianna Stella

Sentence comprehension and eye movements in adolescents with dyslexia

Angelica Benson

A Comparative Analysis of 7112 Dyslexics to a Population of Dyslexics from 9 Neuroscientific Studies

Associate Prof Sue Johnson-Wilder

Understanding cognitive and emotional barriers to learning maths:
becoming part of the solution (Co-authors - Hunt, Maloney, Petronzi, Baker, Lee)

Dr Sharon McMurray

The concept of reading disability as decoding text and as a term that should be used to describe children who struggle to learn to read is reductionist and fundamentally flawed.

Isabella Barry

Is it Hair or Hare? Predicting spelling ability with a new test of word spelling processes in poor readers and spellers.

Dr Ian Mundy

Exploring the phonological profiles of children with reading difficulties: A multiple case study

Margot Fromont

Decoders are less efficient in RAN objects than children using orthographic processing