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Holly Joseph

Dr Holly Joseph
  • Co-Director Postgraduate Research Studies
  • Co-Director of Bilingualism Matters @ Reading
  • IoE Chair of Ethics

Areas of 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 (DLD, ASD, dyslexia, reading comprehension difficulties).

Postgraduate supervision

Masters/Doctoral Level Supervision offered in these areas:

  • Reading development
  • Reading for pleasure and vocabulary development
  • Bilingual reading development
  • 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:

  • Lujain Almatrouk (from 2019): Reading difficulties in bilingual English-Arabic children
  • Beverley Jennings (from 2018): Adolescent reading practices: a corpus linguistics approach to defining success
  • Helen Norris (from 2017): Does the teaching of explicit grammar benefit all primary school children’s writing and reading?
  • James Wagstaffe (from 2017): Reading patterns of strong and weak second-language readers in an academic context

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

 

Research centres and groups

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

Selected publications

Recent Conference Presentations:

  • Society of Scientific Studies of Reading, Toronto, July, 2019 (Invited symposium) Reading and reading-related skills in Arabic-English bilingual speakers in the UK and Saudi Arabia (H. Joseph, D. Powell & S. Alhelfawi)
  • Society of Scientific Studies of Reading, Brighton, July, 2018 (Invited symposium) Beyond vocabulary - Oral language and communication skills in children learning English as an additional language: Discussant
  • Child Language Symposium, June 2018 Incidental word learning during reading in children who speak English as an additional language: Evidence from eye movements (H. Joseph)
  • 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.).

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

Publications