Staff Profile:Dr Daisy Powell

Name:

Dr Daisy Powell

Job Title:

Associate Professor

Responsibilities:

Main Institute of Education responsibilities:

• Joint Director of Postgraduate Research Studies
• Research supervision (PhD, EdD and MA)

Teaching:

• Module Leader: Child Development in Education (MA in Education)
• Module co-leader: Quantitative Research Methods (MA in Education)
• 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
• Reading difficulties in children and adults
• 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

Masters/Doctoral supervision offered in these areas:

Quantitative investigations into:

• The development of reading and writing abilities
• 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 language

Current Doctoral Students:

• Lujain Almatrouk (from 2019): Reading difficulties in bilingual English-Arabic children
• Clare Goodyear (from 2019): Exploring the Impact of using Synaesthesia Training as a Cognitive Tool to Enhance Reading Skills
• Alice Robinson (from 2019) An exploration of primary teachers’ perspectives, beliefs and practices: What role do assessment and feedback have in the development of primary pupils’ writing?
• Sarah Alamoudi (from 2018): A Sequential Explanatory Study of the Learning of Non- Semantically Transparent Linking Adverbials
• Haifa Alhumaid (from 2018): The role of orthography and phonemic coding ability in the acquisition of phonology in a second language
• Beverley Jennings (from 2018): Adolescent reading practices: a corpus linguistics approach to defining success
• Anne House (from 2017): Speech recognition software in mainstream secondary school
• Theodora Papastefanou (from 2015): Language and Literacy Development in Greek-English bilingual children
• Suhair Alhelfawi (from 2015) How do reading skills differ across languages in Arabic-English bilingual students?

Current and Recent Research Projects:

• The impact of a dialogic book-sharing training programme on child cognitive and socio-emotional development: a randomised controlled trial within UK Children's Centres (Supplementary grant). Funded by the Nuffield Foundation (with Lynne Murray and Peter Cooper)
• Learning to read in monolingual and bilingual children: does cognitive flexibility play a part? Funded by the University of Reading Undergraduate Research Opportunities Programme
• Analysis of cross-language transfer in early literacy acquisition among bilingual Malay-English speaking children in Malaysia. Funded by the British Academy Newton Mobility Grant (with Tze Peng Wong)
• 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.)

Enterprise activity; external roles and consultancy:

• The Phonics Roadshow (2017). Funded by the Department for Education, UK. (With Stainthorp, Stuart, and Flynn)
• Provision of Phonics Screening Check Review (2016). Funded by the Department for Education, UK. (With Stainthorp and Flynn
• Word Review of the Phonics Screening Check (2013). Department for Education, UK. (With Stainthorp and Ricketts
• Lead: Forum for Research in Literacy and Language (https://www.frill.org.uk/)
• Series Editor, Routledge: “Early Literacy, Language and Communication”
• Member of Editorial Board: British Journal of Developmental Psychology
• Member of Editorial Advisory Group: Journal of Research in Reading
• External Examiner: BSc/MSc Psychology: Middlesex University
• External Examiner: Professional Doctorate in Child and Adolescent Psychotherapy: Tavistock and Portland NHS Trust
• Chartered member: British Psychological Society
• Voting member: Experimental Psychology Society
• Voting member: Society for the Scientific Study of Reading

Research groups / Centres:

• First language and Literacy Research Group.
• Centre for Literacy and Multilingualism.

Publications:

Y

Jump to: 2021 | 2020 | 2019 | 2017 | 2015 | 2014 | 2013 | 2011 | 2010 | 2008 | 2007 | 2006

Number of items: 14.

2021

• Flynn, N., Powell, D., Stainthorp, R. and Stuart, M. (2021) Training teachers for phonics and early reading: developing research-informed practice. Journal of Research in Reading, 44 (2). pp. 301-318. ISSN 1467-9817 doi: https://doi.org/10.1111/1467-9817.12336

2020

• Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 and Atkinson, L. (2020) Unraveling the links between rapid automatized naming (RAN), phonological awareness, and reading. Journal of Educational Psychology. ISSN 0022-0663 doi: https://doi.org/10.1037/edu0000625

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 Sun Sep 26 17:45:29 2021 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.