- 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 (https://www.frill.org.uk/)
- 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
- Local advisor: Nine Mile Ride Primary School, Finchampstead, Wokingham
- Chartered member: British Psychological Society
- Voting member: Experimental Psychology Society
- Voting member: Society for the Scientific Study of Reading
Daisy Powell
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+44 (0) 118 378 2797
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Associate Professor
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Director, University of Reading Statistics Community of Practice
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Research supervision (PhD, EdD and MA)
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Theme co-Lead (Neuroscience and Cognition), Centre for Literacy and Multilingualism (CeLM)
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Teaching (see below)
Areas of interest
Research interests
- The development of reading and writing abilities in English and other languages
- The role of the environmental factors (e.g. socio-economic status; the home language and literacy environment) in literacy acquisition
- Rapid automatized naming (RAN) and its link to reading development
- Orthographic knowledge
- Connectionist models of reading
- The role of technology in children's literacy
Postgraduate supervision
Current Doctoral Students
- Emma Hartnell-Baker: the impact of using a purpose-built mobile application to expose Key Stage One children to ‘exception words’ organised according to grapho-phonemic structure
- Dawn Dance: What can error analysis tell us about profiles of cognitive strengths and weakness in pupils with literacy difficulties?
- Dawn Burnham: What is practitioners’ perception of Co-regulation (CR) and how do they support Self-regulation (SR) development in young children
- Haifa Alamri: The Effect of Text to Speech Software on Reading Comprehension of Saudi Third and Fourth-Year Dyslexic pupils
- Lujain Almatrouk: Reading difficulties in bilingual English-Arabic children
- Alice Robinson: 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: A Sequential Explanatory Study of the Learning of Non- Semantically Transparent Linking Adverbials
- Haifa Alhumaid: The role of orthography and phonemic coding ability in the acquisition of phonology in a second language
- Beverley Jennings: Adolescent reading practices: a corpus linguistics approach to defining success
- Anne House: Speech recognition software in mainstream secondary schools
- Suhair Alhelfawi: How do reading skills differ across languages in Arabic-English bilingual students?
Teaching
- Module Leader: Child Development in Education (MA in Education)
- Ad hoc contributions to modules on the BA Ed, PGCE, MA and EdD programmes, particularly on topics related to child development and quantitative research methods
Research projects
- Does bilingualism mitigate the effects of social disadvantage on early literacy? Funded by University of Reading RETF Open Fund (with Holly Joseph)
- Co-designing a school readiness intervention with community members for pre-schoolers in an area of high deprivation. Funded by Research England (with Holly Joseph and Carol Fuller)
- 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.)
Enterprise activity; external roles and consultancy