Staff Profile:Dr. Holly Joseph

Name:

Dr Holly Joseph

Job Title:

Associate Professor

Responsibilities:

Institute of Education Responsibilities:

Teaching:

• Child Development in Education (MA in Education)
• Investigating Education (MA in Education)
• Quantitative Research Methods in Education (Postgraduate research students) 
• MA and PhD dissertation supervision

Areas of Interest:

Expertise and Research Interest:

• Reading development and difficulties.
• Eye movements during reading.
• New word learning and vocabulary acquisition.
• Reading comprehension in children speak English as an Additional Language.
• Developmental disorders (SLI, ASD, dyslexia, reading comprehension difficulties).

Masters Level Supervision offered in these areas:

• Incidental word learning during reading.
• Reading comprehension in typically developing children and special populations.

PhD and EdD Supervision offered in these areas:

• Incidental word learning during reading.
• Reading comprehension in typically developing children and special populations.
• Eye movements during reading.

Current PhD Students, with Topics/Titles of their Research:

• Suhair Alhelfawi (University of Reading) How do reading skills differ across languages in Arabic-English bilingual students?
• Roopa Leonard (University of Reading) Developing reading fluency in young Indian ESL learners using word chunks
• Helen Norris (University of Reading) Does the teaching of explicit grammar benefit all primary school children’s writing and reading?
• James Wagstaffe (University of Reading) Reading patterns of strong and weak second-language readers in an academic context,

Current and Recent Research Projects:

• Novel word learning during reading in children who learn English as an Additional Language (British Academy small grant)
• Understanding the benefits of bilingualism to inform language and literacy educational practice (British Academy Rising Star Engagement Award)

Research groups / Centres:

• Centre for Literacy and Multilingualism.
• Language and Literacy in Education research group.

Publications:

Y

Jump to: 2018 | 2017 | 2016 | 2015 | 2014 | 2013 | 2011 | 2009 | 2008 | 2006

Number of items: 14.

2018

• Joseph, H. and Nation, K. (2018) Examining incidental word learning during reading in children: the role of context. Journal of Experimental Child Psychology, 166. pp. 190-211. ISSN 0022-0965 doi: https://doi.org/10.1016/j.jecp.2017.08.010

2017

• Micai, M., Joseph, H., Vulchanova, M. and Saldaña, D. (2017) Strategies of readers with autism when responding to inferential questions: an eye movement study. Autism Research, 10 (5). pp. 888-900. ISSN 1939-3806 doi: https://doi.org/10.1002/aur.1731

2016

• Perez, A., Joseph, H. S. S. L., Bajo, T. and Nation, K. (2016) Evaluation and revision of inferential comprehension in narrative texts: an eye movement study. Language, Cognition and Neuroscience, 31 (4). pp. 549-566. ISSN 2327-3801 doi: https://doi.org/10.1080/23273798.2015.1115883
• Wonnacott, E., Joseph, H. S. S. L., Adelman, J. S. and Nation, K. (2016) Is children's reading “good enough”? Links between online processing and comprehension as children read syntactically ambiguous sentences. Quarterly Journal of Experimental Psychology, 69 (5). pp. 855-879. ISSN 1747-0218 doi: https://doi.org/10.1080/17470218.2015.1011176

2015

• Joseph, H. S. S. L., Bremner, G., Liversedge, S. P. and Nation, K. (2015) Working memory, reading ability and the effects of distance and typicality on anaphor resolution in children. Journal of Cognitive Psychology, 27 (5). pp. 622-639. ISSN 2044-592X doi: https://doi.org/10.1080/20445911.2015.1005095

2014

• Joseph, H. S. S. L., Wonnacott, E., Forbes, P. and Nation, K. (2014) Becoming a written word: eye movements reveal order of acquisition effects following incidental exposure to new words during silent reading. Cognition, 133 (1). pp. 238-248. ISSN 0010-0277 doi: https://doi.org/10.1016/j.cognition.2014.06.015

2013

• Joseph, H. S. S. L. and Liversedge, S. P. (2013) Children’s and adults’ processing of syntactically ambiguous sentences during reading. PLoS ONE, 8 (1). e54141. ISSN 1932-6203 doi: https://doi.org/10.1371/journal.pone.0054141
• Reichle, E. D., Liversedge, S. P., Drieghe, D., Blythe, H. I., Joseph, H. S. S. L., White, S. J. and Rayner, K. (2013) Using E-Z Reader to examine the concurrent development of eye-movement control and reading skill. Developmental Review, 33 (2). pp. 110-149. ISSN 0273-2297 doi: https://doi.org/10.1016/j.dr.2013.03.001
• Joseph, H. S. S. L., Nation, K. and Liversedge, S. P. (2013) Using eye movements to investigate word frequency effects in children’s sentence reading. School Psychology Review, 42 (2). pp. 207-222. ISSN 0279-6015

2011

• Blythe, H. I. and Joseph, H. S. S. L. (2011) Children’s eye movements during reading. In: Liversedge, S. P., Gilchrist, I. and Everling, S. (eds.) The Oxford Handbook of Eye Movements. Oxford University Press, Oxford, pp. 643-662. ISBN 9780199539789

2009

• Blythe, H. I., Liversedge, S. P., Joseph, H., White, S. J. and Rayner, K. (2009) Visual information capture during fixations in reading for children and adults. Vision Research. ISSN 0042-6989 doi: https://doi.org/10.1016/j.visres.2009.03.015
• Joseph, H. S. S. L., Liversedge, S. P., Blythe, H. I., White, S. J. and Rayner, K. (2009) Word length and landing position effects during reading in children and adults. Vision Research, 49 (16). pp. 2078-2086. ISSN 0042-6989 doi: https://doi.org/10.1016/j.visres.2009.05.015

2008

• Joseph, H., Liversedge, S. P., Blythe, H. I., White, S. J., Gathercole, S. E. and Rayner, K. (2008) Children’s and Adults’ Processing of Anomaly and Implausibility during Reading: Evidence from Eye Movements. Quarterly Journal of Experimental Psychology. ISSN 1747-0218

2006

• Blythe, H. I., Liversedge, S. P., Joseph, H. S., White, S. J., Findlay, J. M. and Rayner, K. (2006) The binocular coordination of eye movements during reading in children and adults. Vision Research. ISSN 0042-6989 doi: https://doi.org/10.1016/j.visres.2006.06.006

This list was generated on Wed Jun 3 02:08:59 2020 UTC.

Recent Conference Presentations:

• EuroSLA, Reading, August 2017 Incidental word learning during reading in children who speak English as an additional language: Evidence from eye movements.
• Experimental Psychology Society, Reading, July 2017 Predictors of incidental word learning during reading in monolingual and bilingual children: Evidence from eye movements.
• Society of Scientific Studies of Reading, Porto, July, 2016 (Invited symposium).
• Incidental word learning during reading in children who speak English as an additional language (Joseph, H.).
• Society of Scientific Studies of Reading, Hawaii, July, 2015:The role of contextual diversity in incidental word learning during reading: An eye movement study (Joseph, H. & Nation, K.).
• Society of Scientific Studies of Reading, Santa Fe, July, 2014: Can children use context to override thematic implausibilities during reading? Evidence from eye movements (Joseph, H. & Nation, K.).
• Developmental eye‐tracking research in reading, Hannover, October 2013 (Invited symposium): Is comprehension ability associated with online inference-making and strategy use in children? (Joseph, H., Wonnacott, E. & Nation, K.).
• Joint Annual Conference of the BPS Developmental and Cognitive Sections, Reading, September 2013 (Invited symposium): Does comprehension ability predict online inference-making and strategy use in children? Evidence from eye movements (Joseph, H., Wonnacott, E. & Nation, K.).
• Society of Scientific Studies of Reading, Hong Kong, July, 2013 (Invited symposium): Online inference-making in children with and without comprehension difficulties (Joseph, H., Wonnacott, E. & Nation, K.).
• Society of Scientific Studies of Reading, Montreal, July, 2012: Children's resolution of anaphora during reading: Semantic typicality and distance effects (Joseph, H., Nation, K., Liversedge, S. & Wonnacott, E.).

Any Further Information:

Enterprise Activity, External Roles and Consultancy:

• Member: Experimental Psychology Society.
• Voting member: Society for the Scientific Study of Reading.
• Member: Forum for Research in Literacy and Language.
• Member of ESRC Peer Review College.
• External examiner: BSc Psychology in Education, Department of Education, University of York