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:

Y

Jump to: 2020 | 2019 | 2017 | 2015 | 2014 | 2013 | 2011 | 2010 | 2008 | 2007 | 2006

Number of items: 13.

2020

• Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 and Atkinson, L. (2020) Unravelling the links between RAN, phonological awareness and reading. Journal of Educational Psychology. ISSN 0022-0663 (In Press)

2019

• Papastefanou, T., Powell, D. and Marinis, T. (2019) Language and decoding skills in Greek-English primary school bilingual children: effects of language dominance, contextual factors and cross-language relationships between the heritage and the majority language. Frontiers in Communication, 4. 65. ISSN 2297-900X doi: https://doi.org/10.3389/fcomm.2019.00065

2017

• Atkinson, L., Slade, L., Powell, D. and Levy, J. P. (2017) Theory of mind in emerging reading comprehension: a longitudinal study of early indirect and direct effects. Journal of Experimental Child Psychology, 164. pp. 225-238. ISSN 0022-0965 doi: https://doi.org/10.1016/j.jecp.2017.04.007
• Fuller, C., Powell, D. and Fox, S. (2017) Making gains: the impact of outdoor residential experiences on students’ examination grades and self-efficacy. Educational Review, 69 (2). pp. 232-247. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2016.1199538

2015

• Powell, D. (2015) The challenges of learning to read and write in English. Patoss Bulletin, 28 (1). pp. 2-6. ISSN 1476-1521

2014

• Powell, D., Stainthorp, R. and Stuart, M. (2014) Deficits in orthographic knowledge in children poor at rapid automatized naming (RAN) tasks? Scientific Studies of Reading, 18 (3). pp. 192-207. ISSN 1088-8438 doi: https://doi.org/10.1080/10888438.2013.862249
• Cowan, R. and 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). pp. 214-229. ISSN 0022-0663 doi: https://doi.org/10.1037/a0034097

2013

• Stainthorp, R., Powell, D. and Stuart, M. (2013) The relationship between rapid naming and word spelling in English. Journal of Research in Reading, 36 (4). pp. 371-388. ISSN 1467-9817 doi: https://doi.org/10.1111/jrir.12002

2011

• Powell, D. and Dixon, M. (2011) Does SMS text messaging help or harm adults’ knowledge of standard spelling? Journal of Computer Assisted Learning, 27 (1). pp. 58-66. ISSN 1365-2729 doi: https://doi.org/10.1111/j.1365-2729.2010.00403.x

2010

• Stainthorp, R. W., Stuart, M., Powell, D., Quinlan, P. and Garwood, H. (2010) Visual processing deficits in children with slow RAN performance. Scientific Studies of Reading, 14 (3). pp. 266-292. ISSN 1088-8438 doi: https://doi.org/10.1080/10888431003724070

2008

• Powell, D., Stainthorp, R., Stuart, M., Garwood, H. and Quinlan, P. (2008) The relationship between phonological awareness, phonological memory, Rapid Automatized Naming (RAN) and reading in monolingual and bilingual English children. International Journal of Psychology, 43 (3-4). p. 18. ISSN 0020-7594 doi: https://doi.org/10.1080/00207594.2008.10108483

2007

• Powell, D., Stainthorp, R., Stuart, M., Garwood, H. and Quinlan, P. (2007) An experimental comparison between rival theories of rapid automatized naming performance and its relationship to reading. Journal of Experimental Child Psychology, 98 (1). pp. 46-68. ISSN 0022-0965 doi: https://doi.org/10.1016/j.jecp.2007.04.003

2006

• Powell, D., Plaut, D. and Funnell, E. (2006) Does the PMSP connectionist model of single word reading learn to read in the same way as a child? Journal of Research in Reading, 29 (2). pp. 229-250. ISSN 0141-0423 doi: https://doi.org/10.1111/j.1467-9817.2006.00300.x

This list was generated on Thu Aug 6 11:30:55 2020 UTC.

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.