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An investigation of gender and age differences in academic motivation and classroom behaviour in adolescents (2015)
Journal Article
Bugler, M., McGeown, S., & St Clair-Thompson, H. (2016). An investigation of gender and age differences in academic motivation and classroom behaviour in adolescents. Educational psychology, 36(7), (1196-1218). doi:10.1080/01443410.2015.1035697. ISSN 0144-3410

This study investigated gender- and age-related differences in academic motivation and classroom behaviour in adolescents. Eight hundred and fifty-five students (415 girls and 440 boys) aged 11–16 (M age = 13.96, SD = 1.47) filled in a questionnaire... Read More

Does the mean adequately represent reading performance? Evidence from a cross-linguistic study (2014)
Journal Article
Marinelli, C. V., McGeown, S. P., Horne, J., Zoccolotti, P., & Martelli, M. (2014). Does the mean adequately represent reading performance? Evidence from a cross-linguistic study. Frontiers in Psychology, 5(AUG), doi:10.3389/fpsyg.2014.00903

Reading models are largely based on the interpretation of average data from normal or impaired readers, mainly drawn from English-speaking individuals. In the present study we evaluated the possible contribution of orthographic consistency in generat... Read More

Gender differences in adolescents' academic motivation and classroom behaviour (2013)
Journal Article
Bugler, M., McGeown, S. P., & St Clair-Thompson, H. (2015). Gender differences in adolescents' academic motivation and classroom behaviour. Educational psychology, 35(5), (541-556). doi:10.1080/01443410.2013.849325. ISSN 0144-3410

© 2013 Taylor & Francis. The present study investigated gender differences in adolescents’ academic motivation and classroom behaviour and gender differences in the extent to which motivation was associated with, and predicted, classroom behaviour.... Read More

Towards an understanding of how children read and spell irregular words: the role of nonword and orthographic processing skills (2013)
Journal Article
Johnston, R., McGeown, S., & Moxon, G. E. (2014). Towards an understanding of how children read and spell irregular words: the role of nonword and orthographic processing skills. Journal of Research in Reading, 37(1), (51-64). doi:10.1111/jrir.12007. ISSN 0141-0423

This study examined, in 180 children aged from 6 to 9years, to what extent irregular word reading and spelling were predicted by vocabulary knowledge, reading frequency, orthographic processing and nonword reading skill. Consistent with models of rea... Read More

Reading instruction affects the cognitive skills supporting early reading development (2012)
Journal Article
Johnston, R. S., McGeown, S. P., & Medford, E. (2012). Reading instruction affects the cognitive skills supporting early reading development. Learning and Individual Differences, 22(3), (360-364). doi:10.1016/j.lindif.2012.01.012. ISSN 1041-6080

This study examined the cognitive skills associated with early reading development when children were taught by different types of instruction. Seventy-nine children (mean age at pre-test 4;10 (22 S.D.) and post-test 5;03 (21 S.D.)) were taught to re... Read More

Long-term effects of synthetic versus analytic phonics teaching on the reading and spelling ability of 10 year old boys and girls (2011)
Journal Article
Johnston, R. S., McGeown, S., & Watson, J. E. (2012). Long-term effects of synthetic versus analytic phonics teaching on the reading and spelling ability of 10 year old boys and girls. Reading and Writing, 25(6), (1365-1384). doi:10.1007/s11145-011-9323-x. ISSN 0922-4777

A comparison was made of 10-year-old boys and girls who had learnt to read by analytic or synthetic phonics methods as part of their early literacy programmes. The boys taught by the synthetic phonics method had better word reading than the girls in... Read More