I am Professor in Experimental Psychology and Fellow of St. John's College (visit my St John's page here). My interests in children's language and literacy development began with my DPhil research at the University of York (1991-1994) which explored factors influencing spelling development. Following my DPhil, I stayed in York working as a Research Fellow for 5 years before being appointed Lecturer in Psychology at York in 1999. I moved to Oxford in 2002.
BSc DPhil FBA
Professor of Experimental Psychology
- Fellow of St John's College
- Director of ReadOxford and Language and Cognitive Development Research Group
- Associate Head for Personnel
Development & Disorders
Broadly, my research is concerned with the language processing, especially reading development. I am interested in how children learn to read words and comprehend text, and more generally, the relationship between spoken language and written language. A key aim at present to specify some of the mechanisms involved in the transition from novice to expert. We also study language processing in skilled adults, addressing the issue of how skilled behaviour emerges via language learning experience.
Find my Google Scholar research profile and citations here .
Follow me on twitter @ReadOxford.
Diversity of narrative context disrupts the early stage of learning the meanings of novel words
Hulme RC. et al, (2023), Psychonomic Bulletin and Review
Effects of target age and genre on morphological complexity in children's reading material
DAWSON N. et al, (2023), Scientific Studies of Reading
Learning about the meanings of ambiguous words: Evidence from a word-meaning priming paradigm with short narratives
Blott LM. et al, (2022), PeerJ
Book Language and Its Implications for Children's Language, Literacy, and Development (vol 31, pg 375, 2022)
Nation K. et al, (2022), CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE
The effect of oral vocabulary training on reading novel complex words
Beyersmann E. et al, (2022), Quarterly Journal of Experimental Psychology