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Daisy Powell

Dr Daisy Powell Profile Pic
  • Joint Director of Postgraduate Research Studies
  • Research supervision (PhD, EdD and MA)



Postgraduate supervision

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?


  • 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
  • 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

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.)

Selected 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.

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