Staff Profile:Dr Daisy Powell

Name:
Dr Daisy Powell
Job Title:
Associate Professor
Responsibilities:

Main Institute of Education responsibilities:

  • Director of Postgraduate Research Studies.
  • MA Pathway Leader: Primary.

Teaching:

  • Module Leader: Child Development in Education (MA in Education).
  • Module co-leader: The development of Reading and Writing (MA in Education).
  • MA dissertation supervision.
  • Ad hoc contributions to modules on the BA Ed, PGCE, MA and EdD programmes.
Areas of Interest:
  • Literacy acquisition; in particular the development of word-level reading and spelling.
  • The role of the home literacy and language environment in children's early reading development.
  • Rapid automatized naming (RAN) and its link to reading development.
  • Orthographic knowledge.
  • Connectionist models of reading.
  • The role of modern technology in literacy acquisition.
  • The acquisition of number skills.
  • Cognitive developmental psychology.
  • Experimental psychology.

Masters/Doctoral supervision offered in these areas:

Quantitative investigations into:

  • The development of reading and writing abilities.
  • The development of number skills.
  • The role of technology in children's literacy.
  • The role of the home language and literacy environment in literacy acquisition.
  • Literacy acquisition in English and other languages.

Current and recent Research Students:

  • (from 2012) Debbie Grimmond.
  • (from 2011) Anna Tzakalaki.
  • (from 2010) Lynette Chesson (University of Roehampton).

Current and recent Research Projects:

  • Precursors of reading in pre-school: longitudinal investigation of the role of cognitive and environmental factors (with Lynette Chesson).
  • The role of the home literacy environment in young children's emergent literacy.
  • A longitudinal investigation of Rapid Automatized Naming performance and its relationship to reading: the role of orthographic processing. (ESRC funded: Powell, D., Stainthorp, R., & Stuart, M.).
  • Investigating cognitive processes and their relation to reading in children with rapid automatized naming deficits (ESRC funded: Stainthorp, R., Stuart, M. & Quinlan, P.).
  • Modern technology and its impact on developing literacy (with Maureen Dixon).

Enterprise activity; external roles and consultancy:

  • Associate Editor: British Journal of Developmental Psychology.
  • Member of Editorial Advisory Group: Journal of Research in Reading.
  • External Examiner: Foundation degree in Psychology for Education Professionals; Birkbeck, University of London.
  • Chartered member: British Psychological Society.
  • Voting member: Experimental Psychology Society.
  • Voting member: Society for the Scientific Study of Reading.
  • Member: Forum for Research in Literacy and Language.
Research groups / Centres:
  • First language and Literacy Research Group.
  • Centre for Literacy and Multilingualism.
Publications:
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Other publications:

  • Forum for Research into Language and Literacy (2012). Diagnostic Test of Word Reading Processes (DTWRP). London: GL Assessment.
  • Powell, D., Stuart, M., Garwood, H., Quinlan, P., & Stainthorp, R. (2007). An experimental comparison between rival theories of Rapid Automatized Naming (RAN) performance and its relationship to reading. Journal of Experimental Child Psychology, 98(1), 46-68.
  • Powell, D., Plaut, D. C., & Funnell, E. (2006). Does the Plaut, McClelland, Seidenberg and Patterson (1996) model of reading learn to read in the same way as a child? Journal of Research in Reading, 29 (2), 229-250.

Recent conference presentations:

  • Powell, D., & Chesson, L. (2013) A longitudinal investigation of the causal link between Rapid Automatized Naming (RAN) task performance and reading. Paper to be presented at European Association for Research on Learning and Intruction, Munich. September 2013.
  • Powell, D., Chesson, L., Stainthorp, R., Tsakalaki, A. (2013) Long-term educational outcomes for children with Rapid Automatized Naming (RAN) difficulties: follow-up at the end of compulsory schooling in the UK. (Paper presented at the Annual meeting of the Society for the Scientific Study of Reading, Hong Kong, July 2013.
  • Powell, D., Chesson, L., Stainthorp, R., Tsakalaki, A. (2012). Educational outcomes for children with Rapid Automatized Naming (RAN) difficulties at primary: a long-term follow-up at GCSE level (Paper to be presented at the British Psychological Society Education Section conference.
  • Powell, D., Chesson, L., & Stainthorp, R. (2012). What does the RAN task measure? Paper presented at the Annual meeting of the Society for the Scientific Study of Reading, Montreal, 2012.
  • Chesson, L., Powell, D., Slade, L., & Levy, J. (2012) Investigating the precursors of reading comprehension in light of the Simple View of Reading. Poster presented at the Annual meeting of the Society for the Scientific Study of Reading.
  • Powell, D. & Chesson, L. (2011) Is Rapid Automatized Naming (RAN) a cause or consequence of reading skill. Paper presented at the Annual meeting of the Society for the Scientific Study of Reading, Florida, USA, July 2011.
  • Chesson, L., Powell, D., Slade, L., & Levy, J. (2011) The home literacy environment: a direct link from storybook reading to later literacy? Poster presented at the Annual meeting of the Society for the Scientific Study of Reading, Florida, USA, July 2011.
Dr Daisy Powell Profile Pick

Contact Details

Email:
d.a.powell@reading.ac.uk
Telephone:
+44 (0) 118 378 2797

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