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All Outputs (4)

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), Article ARTN 903. https://doi.org/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 about Does the mean adequately represent reading performance? Evidence from a cross-linguistic study.

Mental toughness in education: exploring relationships with attainment, attendance, behaviour and peer relationships (2014)
Journal Article
St Clair-Thompson, H., Bugler, M., Robinson, J., Clough, P., McGeown, S. P., & Perry, J. (2015). Mental toughness in education: exploring relationships with attainment, attendance, behaviour and peer relationships. Educational psychology, 35(7), 886-907. https://doi.org/10.1080/01443410.2014.895294

Mental toughness has frequently been associated with successful performance in sport; however, recent research suggests that it may also be related to academic performance in Higher Education. In a series of three exploratory studies, we examined the... Read More about Mental toughness in education: exploring relationships with attainment, attendance, behaviour and peer relationships.

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. https://doi.org/10.1111/jrir.12007

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 about Towards an understanding of how children read and spell irregular words: the role of nonword and orthographic processing skills.

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. https://doi.org/10.1016/j.lindif.2012.01.012

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 about Reading instruction affects the cognitive skills supporting early reading development.