Currently browsing: Items authored or edited by David Messer https://orcid.org/0000-0001-9332-1265

93 items in this list.
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Davey, Graham; Albert, Ian P.; Chandler, Chris; Jones, Dai; Stirling, Chris; Messer, David J. and Moore, Simon (2008). Complete Psychology, Second Edition. London, UK: Hodder Education.

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Farran, Emily K.; Critten, Valerie; Courbois, Yannick; Campbell, Emma and Messer, David (2022). Spatial Cognition in Children With Physical Disability; What Is the Impact of Restricted Independent Exploration? In: Ionta, Silvio; Ortibus, Els and Aspell, Jane Elizabeth eds. Psychology and Neuropsychology of Perception, Action, and Cognition in Early Life. Research Topics. Lausanne, Switzerland: Frontiers Media SA, pp. 127–139.

Messer, David and Critten, Valerie (2022). Creative Use of Digital Storytelling. In: Grove, Nicola ed. Storytelling, Special Needs and Disabilities: Practical Approaches for Children and Adults. Abingdon: Routledge.

Messer, D. J.; Moran, A. and Henry, L. A. (2020). Executive Functioning in Children. In: Hupp, S and Jewell, J. D. eds. The Encyclopedia of Child and Adolescent Development., Volume 3. New York: Wiley.

Kucirkova, Natalia; Messer, David J. and Sheehy, Kieron (2019). Investigating the effectiveness of the Our Story App to increase children’s narrative skills: Lessons learnt from one English preschool classroom. In: Veneziano, Edy and Nicolopoulou, Ageliki eds. Narrative, Literacy and Other Skills: Studies in intervention. Studies in Narrative (25). John Benjamins, pp. 265–281.

Henry, Lucy A,; Messer, David J. and Poloczek, Sebastian (2018). Working memory and intellectual disabilities. In: Packiam Alloway, Tracy ed. Working Memory and Clinical Developmental Disorders: Theories, Debates and Interventions. Routledge, pp. 9–21.

Messer, David and Kucirkova, Natalia (2016). Digital and new technologies: Research tools and questions. In: Prior, Jess and Van Herwegen, Jo eds. Practical Research with Children. Abingdon: Routledge, pp. 264–284.

Kucirkova, Natalia; Messer, David and Sheehy, Kieron (2012). Deti ako autori vlastnych kniziek na ipadoch: Hl'Adanie strednej cesty(Children as authors of their own iPad books: searching for a balance. In: Miňová, Monika ed. Predprimárne vzdelávanie v súčasnosti. Presove, Slovakia: Presovska univerzita v Presove, Pedagogic fakulta. Slovensky vybor Svetovej organizacie pre predskolsku vychovu, pp. 285–298.

Kvavilashvili, L.; Kyle, F. and Messer, D. J. (2007). Prospective memory in children: Methodological issues, empirical findings and future directions. In: Kliegel, Matthias; McDaniel, Mark A. and Einstein, Gilles O. eds. Prospective Memory: Cognitive, Neuroscience, Developmental, and Applied Perspectives. UK: Erlbaum, pp. 115–140.

Messer, David (2005). Current perspectives in language acquisition. In: Peccei, Jean Stilwell ed. Child Language: a Resource Book for Students. Routledge English Language Introductions. London: Routledge, pp. 110–118.

Messer, David (2004). An introduction to developmental psychology. In: Davey, Graham ed. Complete Psychology. London: Hodder & Stoughton, pp. 282–298.

Messer, David (2004). Cognitive development : thinking, information and representations. In: Davey, Graham ed. Complete Psychology. London: Hodder & Stoughton, pp. 299–320.

Messer, David (2004). Communication, language and literacy. In: Davey, Graham ed. Complete Psychology. London: Hodder & Stoughton, pp. 321–339.

Messer, David (2004). The self, others and social relationships. In: Davey, Graham ed. Complete Psychology. London: Hodder & Stoughton, pp. 340–360.

Dockrell, Julie E. and Messer, David A. (2004). Lexical acquisition in the early school years. In: Berman, Ruth A. ed. Language Development across Childhood and Adolescence. Trends in Language Acquisition Research Series (3). Amsterdam, Netherlands: John Benjamins Publishing Company, pp. 35–52.

Messer, David (2003). Processes of development in early communication. In: Bremner, Gavin and Slater, Alan eds. Theories of Infant Development. Oxford: Blackwell, pp. 284–316.

Journal ItemTo Top

Henry, Lucy A.; Messer, David J.; Poloczek, Sebastian; Dennan, Rachel; Mattiauda, Elisa and Danielsson, Henrik (2024). The reliability of Hebb repetition learning and its association with language and reading in adolescents with intellectual disabilities. Cortex; a journal devoted to the study of the nervous system and behavior, 177 pp. 253–267.

Critten, Valerie; Messer, David and Sheehy, Kieron (2024). Reading Disabilities in Children with Cerebral Palsy: associations with Working Memory. Reading & Writing Quarterly, 40(4) pp. 396–411.

Khanolainen, Daria; Cooper, Victoria; Messer, David and Revyakina, Elena (2024). The Complexity of Student-led Research: from Terminology to Practice in a Case Study of Three Countries. Oxford Review of Education, 50(1) pp. 78–94.

Murphy, Suzanne; Bell, Kerry; Cook, Erica Jane; Crafter, Sarah; Davidson, Rosemary; Fairhurst, Caroline; Hicks, Kate; Joffe, Victoria; Messer, David; Robinson-Smith, Lyn; Strachan, Luke; Torgerson, David and Welch, Charlie (2024). Enhancing Pragmatic Language skills for Young children with Social communication difficulties (E-PLAYS-2) trial: study protocol for a cluster-randomised controlled trial evaluating a computerised intervention to promote communicative development and collaborative skills in young children. BMC Psychology, 12, article no. 266.

Messer, David; Henry, Lucy A. and Danielsson, Henrik (2023). The Perfect Match! A Review and Tutorial on Issues Related to Matching Groups in Investigations of Children with Neurodevelopmental Conditions. Brain Sciences, 13(10), article no. 1377.

Masento, Natalie A.; Dulay, Katrina May; Roberts, Alan P.; Harvey, Kate; Messer, David and Houston-Price, Carmel (2023). See and Eat! The impact of repeated exposure to vegetable ebooks on young children's vegetable acceptance. Appetite, 182, article no. 106447.

Kerawalla, Lucinda; Chudasam, Meera and Messer, David J. (2023). “We can make our words powerful”: students’ perspectives about using Talk Factory, a classroom technology to support exploratory talk. English in Education, 57(1) pp. 28–44.

Masento, Natalie A.; Dulay, Katrina May; Harvey, Kate; Bulgarelli, Daniela; Caputi, Marcella; Cerrato, Giuseppina; Molina, Paola; Wojtkowska, Katarzyna; Pruszczak, Dominika; Barlińska, Julia; Messer, David and Houston-Price, Carmel (2022). Parent, child, and environmental predictors of vegetable consumption in Italian, Polish, and British preschoolers. Frontiers in Nutrition, 9

Messer, David; Kearvell‐White, Jennifer; Danielsson, Henrik; Faulkner, Dorothy; Henry, Lucy and Ibbotson, Paul (2022). The structure of executive functioning in 11 to 14 year olds with and without special educational needs. British Journal of Developmental Psychology, 40(3) pp. 453–470.

Henry, Lucy A.; Poloczek, Sebastian; Messer, David J.; Dennan, Rachel; Mattiauda, Elisa and Danielsson, Henrik (2022). Hebb repetition learning in adolescents with intellectual disabilities. Research in developmental disabilities, 125, article no. 104219.

Henry, Lucy A.; Christopher, Emma; Chiat, Shula and Messer, David J. (2022). A Short and Engaging Adaptive Working-Memory Intervention for Children with Developmental Language Disorder: Effects on Language and Working Memory. Brain Sciences, 12(5), article no. 642.

Critten, Valerie; Hagon, Hanna and Messer, David (2022). Can Pre-school Children Learn Programming and Coding Through Guided Play Activities? A Case Study in Computational Thinking. Early Childhood Education Journal, 50 pp. 969–981.

Murphy, Suzanne; Joffe, Victoria; Donald, Louisa; Radley, Jessica; Sunthararajah, Sailaa; Welch, Charlie; Bell, Kerry; Messer, David; Crafter, Sarah; Fairhurst, Caroline; Corbacho, Belen; Rodgers, Sara and Torgerson, David (2021). Evaluating 'Enhancing Pragmatic Language skills for Young children with Social communication impairments' (E-PLAYS): a feasibility cluster-randomised controlled trial. Pilot and Feasibility Studies, 7, article no. 5.

Farran, Emily K.; Critten, Valerie; Courbois, Yannick; Campbell, Emma and Messer, David (2021). Spatial Cognition in Children With Physical Disability; What Is the Impact of Restricted Independent Exploration? Frontiers in Human Neuroscience, 15, article no. 669034.

Nilsson, Karin; Danielsson, Henrik; Elwér, Åsa; Messer, David; Henry, Lucy and Samuelsson, Stefan (2021). Investigating Reading Comprehension in Adolescents with Intellectual Disabilities: Evaluating the Simple View of Reading. Journal of Cognition, 4(1), article no. 56.

Nilsson, Karin; Danielsson, Henrik; Elwér, Åsa; Messer, David; Henry, Lucy and Samuelsson, Stefan (2021). Decoding Abilities in Adolescents with Intellectual Disabilities: The Contribution of Cognition, Language, and Home Literacy. Journal of Cognition, 4(1), article no. 58.

Dulay, K. M.; Masento, N. A.; Harvey, K.; Messer, D. J. and Houston‐Price, C. (2020). Me and my veggies: The use of interactive, personalised picture books in healthy eating interventions. Nutrition Bulletin, 45(1) pp. 51–58.

Murphy, Suzane; Joffe, V, Victoria; Messer, David; Crafter, Sarah; Radley, Jessica; Sunthararajah, Sailaa; Bell, Kerry; Corbacho, Belen; Fairhurst, Caroline; Rogers, Sara; Torgerson, David and Welch, Charlie (2019). Evaluating ‘Enhancing Pragmatic Language skills for Young children with Social communication impairments’ (E-PLAYS): protocol for a feasibility randomised controlled trial study. Pilot and Feasibility Studies, 5, article no. 75.

Critten, Valerie; Messer, David and Sheehy, Kieron (2019). Delays in the reading and spelling of children with cerebral palsy: Associations with phonological and visual processes. Research in Developmental Disabilities, 85 pp. 131–142.

Poloczek, Sebastian; Henry, Lucy A.; Messer, David J. and Büttner, Gerhard (2019). Do children use different forms of verbal rehearsal in serial picture recall tasks? A multi-method study. Memory, 27(6) pp. 758–771.

Messer, David; Thomas, Lucy; Holliman, Andrew and Kucirkova, Natalia (2018). Evaluating the effectiveness of an educational programming intervention on children’s mathematics skills, spatial awareness and working memory. Education and Information Technologies, 23(6) pp. 2879–2888.

Kerawalla, Lucinda and Messer, David (2018). Is being a young researcher always a positive learning experience? Interdisciplinary Education and Psychology, 2(2), article no. 5.

Critten, Valerie; Campbell, Emma; Farran, Emily and Messer, David (2018). Visual perception, visual-spatial cognition and mathematics: Associations and predictions in children with cerebral palsy. Research in Developmental Disabilities, 80 pp. 180–191.

Messer, David; Bernardi, Marialivia; Botting, Nicola; Hill, Elisabeth L.; Nash, Gilly; Leonard, Hayley C. and Henry, Lucy A. (2018). An Exploration of the Factor Structure of Executive Functioning in Children. Frontiers in Psychology: Cognition, 9, article no. 1179.

Messer, David and Nash, Gilly (2018). An evaluation of the effectiveness of a computer-assisted reading intervention. Journal of Research in Reading, 41(1) pp. 140–158.

Kerawalla, Lucinda and Messer, David J. (2018). What young people report about the personal characteristics needed for social science research after carrying out their own investigations in an after-school club. Educational Studies, 44(3) pp. 326–340.

Messer, David (2018). Work placements at 14-15 years and employability skills. Education + Training, 60(1) pp. 16–26.

Smith-Spark, James H.; Henry, Lucy A.; Messer, David J. and Zięcik, Adam P. (2017). Verbal and Non-verbal Fluency in Adults with Developmental Dyslexia: Phonological Processing or Executive Control Problems? Dyslexia, 23(3) pp. 234–250.

Henry, Lucy A.; Messer, David J.; Wilcock, Rachel; Nash, Gilly; Kirke-Smith, Mimi; Hobson, Zoe and Crane, Laura (2017). Do measures of memory, language, and attention predict eyewitness memory in children with and without autism? Autism & Developmental Language Impairments, 2

Poloczek, Sebastian; Henry, Lucy A.; Danielson, Henrik; Büttner, Gerhard; Mähler, Claudia; Messer, David J.; Schuchardt, Kirsten and van der Molen, Mariët J. (2016). Strategic verbal rehearsal in adolescents with mild intellectual disabilities: A multi-centre European study. Research in Developmental Disabilities, 58 pp. 83–93.

Kirke-Smith, Mimi; Henry, Lucy A. and Messer, David (2016). The Effect of Maltreatment Type on Adolescent Executive Functioning and Inner Speech. Infant and Child Development, 25(6) pp. 516–532.

Messer, David; Henry, Lucy A. and Nash, Gilly (2016). The relation between executive functioning, reaction time, naming speed, and single word reading in children with typical development and language impairments. British Journal of Educational Psychology, 86(3) pp. 412–428.

Danielsson, Henrik; Henry, Lucy; Messer, David; Carney, Daniel P.J. and Rönnberg, Jerker (2016). Developmental delays in phonological recoding among children and adolescents with Down syndrome and Williams syndrome. Research in Developmental Disabilities, 55 pp. 64–76.

Smith-Spark, James H.; Henry, Lucy A.; Messer, David J.; Edvardsdottir, Elisa and Zięcik, Adam P. (2016). Executive functions in adults with developmental dyslexia. Research in Developmental Disabilities, 53-54 pp. 323–341.

Kucirkova, Natalia; Sheehy, Kieron and Messer, David (2015). A Vygotskian perspective on parent-child talk during iPad story sharing. Journal of Research in Reading, 38(4) pp. 428–441.

Henry, Lucy A.; Messer, David J. and Nash, Gilly (2015). Executive functioning and verbal fluency in children with language difficulties. Learning and instruction, 39 pp. 137–147.

Flewitt, Rosie; Messer, David and Kucirkova, Natalia (2015). New directions for early literacy in a digital age: the iPad. Journal of Early Childhood Literacy, 15(3) pp. 289–310.

Kucirkova, Natalia; Messer, David; Critten, Val and Harwood, Jane (2014). Story-making on the iPad when children have complex needs: two case studies. Communication Disorders Quarterly, 36(1) pp. 44–54.

Kirke-Smith, Mimi; Henry, Lucy and Messer, David (2014). Executive functioning: developmental consequences on adolescents with histories of maltreatment. British Journal of Developmental Psychology, 32(3) pp. 305–319.

Kucirkova, Natalia; Messer, David and Sheehy, Kieron (2014). The effects of personalization on young children's spontaneous speech during shared book reading. Journal of Pragmatics, 71 pp. 45–55.

Kucirkova, Natalia; Messer, David and Sheehy, Kieron (2014). Reading personalized books with preschool children enhances their word acquisition. First Language, 34(3) pp. 227–243.

Kucirkova, Natalia; Messer, David; Sheehy, Kieron and Fernandez-Panadero, Carmen (2014). Children's engagement with educational iPad apps: insights from a Spanish classroom. Computers & Education, 71 pp. 175–184.

Flewitt, Rosie; Kucirkova, Natalia and Messer, David (2014). Touching the virtual, touching the real: iPads and enabling literacy for students with learning disabilities. Australian Journal of Language and Literacy, 37(2) pp. 107–116.

Kucirkova, Natalia; Messer, David; Sheehy, Kieron and Flewitt, Rosie (2013). Sharing personalized stories on iPads: a close look at one parent-child interaction. Literacy, 47(3) pp. 115–122.

Messer, David and Dockrell, Julie (2013). Children with word finding difficulties: continuities and profiles of abilities. First Language, 33(5) pp. 433–448.

Carney, Daniel P. J.; Henry, Lucy A.; Messer, David; Dannielsson, Henrik; Brown, Janice H. and Rönnberg, Jerker (2013). Using developmental trajectories to examine verbal and visuospatial short-term memory development in children and adolescents with Williams and Down syndromes. Research in Developmental Disabilities, 34(10) pp. 3421–3432.

Henry, Lucy A.; Messer, David J. and Nash, Gilly (2013). Testing for near and far transfer effects with a short, face-to-face adaptive working memory training intervention in typical children. Infant and Child Development, 23(1) pp. 84–103.

Critten, Sarah; Pine, Karen J. and Messer, David J. (2012). Revealing children's implicit spelling representations. British Journal of Developmental Psychology, 31(2) pp. 198–211.

Danielsson, Henrik; Henry, Lucy; Messer, David and Rönnberg, Jerker (2012). Strengths and weaknesses in executive functioning in children with intellectual disability. Research in Developmental Disabilities, 33(2) pp. 600–607.

Kucirkova, Natalia; Messer, David and Whitelock, Denise (2012). Parents reading with their toddlers: the role of personalisation in book engagement. Journal of Early Childhood Literacy, 13(4) pp. 445–470.

Henry, Lucy A.; Messer, David; Luger-Klein, Scarlett and Crane, Laura (2012). Phonological, visual and semantic coding strategies and children’s short-term picture memory span. Quarterly Journal of Experimental Psychology, 65(10) pp. 2033–2053.

Henry, Lucy A.; Messer, David J. and Nash, Gilly (2012). Phonological and visuospatial short-term memory in children with specific language impairment. Journal of Cognitive Education and Psychology, 11(1) pp. 45–56.

Kirke-Smith, Mimi; Henry, Lucy and Messer, David (2012). Research review: Childhood maltreatment and executive functioning during adolescence. Adolescent Psychiatry, 2(3) pp. 211–220.

Bhandari, Suchitra; Winter, David; Messer, David and Metcalfe, Chris (2011). Family characteristics and long-term effects of childhood sexual abuse. British Journal of Clinical Psychology, 50(4) pp. 435–451.

Henry, Lucy A.; Messer, David J. and Nash, Gilly (2011). Executive functioning in children with specific language impairment. Journal of Child Psychology and Psychiatry, 53(1) pp. 37–45.

Messer, David and Dockrell, Julie (2011). Lexical access and literacy in children with word-finding difficulties. International Journal of Language & Communication Disorders, 46(4) pp. 473–480.

(2010). Sharing personalised books: a practical solution to the challenges posed by home book reading interventions. Literacy Information & Computer Education Journal, 1(3) pp. 263–272.

Nash, Avril S.; Pine, Karen J. and Messer, David J. (2009). Television alcohol advertising: Do children really mean what they say? British Journal of Developmental Psychology, 27(1) pp. 85–104.

Messer, David J.; Pine, Karen J. and Butler, Cathal (2008). Children's behaviour and cognitions across different balance tasks. Learning and Instruction, 18(1) pp. 42–53.

Murphy, V. A.; Dockrell, J. E.; Messer, D. and Farr, H. (2008). Morphosyntax in children with word finding difficulties. Journal of Child Language, 35(3) pp. 703–720.

Dockrell, Julie E. and Messer, David (2007). Language profiles and naming in Children with word finding difficulties. Folia Phoniatrica et Logopaedica, 59(6) pp. 318–323.

Pine, Karen J.; Lufkin, Nicola; Kirk, Elizabeth and Messer, David (2007). A microgenetic analysis of the relationship between speech and gesture in children: Evidence for semantic and temporal asynchrony. Language and Cognitive Processes, 22(2) pp. 234–246.

Oates, John and Messer, David (2007). Growing up with TV. The Psychologist, 20(1) pp. 30–32.

Messer, David; Dockrell, Julie; Parmigiani, Charlotte and Karmiloff-Smith, Annette (2006). Speeded naming, frequency and the development of the lexicon in Williams syndrome. Language and Cognitive Processes, 21 pp. 721–759.

Messer, David and Dockrell, Julie E. (2006). Children's Naming and Word-Finding Difficulties: Descriptions and Explanations. Journal of Speech, Hearing and Language Research, 49(2) pp. 309–324.

Albery, Ian P. and Messer, David (2005). Comparative optimism about health and nonhealth events in 8- and 9-Year-old children. Health Psychology, 24(3) pp. 316–320.

Townsend, J.; Wolke, D.; Hayes, J.; Dave, S.; Rogers, C.; Bloomfield, L.; Quist-Therson, E.; Tomlin, M. and Messer, D. (2005). Routine examination of the newborn: the EMREM study. Evaluation of an extension of the midwife role including a randomised controlled trial of appropriately trained midwives and paediatric senior house officers. International Journal of Technology Assessment in Health Care, 21(1) pp. 146–147.

Messer, David; Dockrell, Julie E. and Murphy, Nicola (2004). Relation between naming and literacy in children with Word-finding difficulties. Journal of Educational Psychology, 96(3) 462 -470.

Pine, K. and Messer, D. (2003). The development of representations as children learn about balancing. British Journal of Developmental Psychology, 21(2) pp. 285–301.

Dockrell, J.; Messer, D.; George, R. and Ralli, A. (2003). Beyond naming patterns in children with WFDs. Journal of Neuropsychology, 16 pp. 191–211.

Smith, Pamela; Nix, Andrew; Davey, Neil and Messer, David (2003). A connectionist account of Spanish determiner production. Journal of Child Language, 30(2) pp. 305–331.

Barker, Trevor; Jones, Sara; Britton, Carol and Messer, David (2002). The use of a co-operative student model of learner characteristics to configure a multimedia application. User Modeling and User-Adapted Interaction, 12(2-3) pp. 207–241.

Luckett, T.; Powell, S. D.; Messer, D.; Thornton, M. E. and Schulz, J. (2002). Do children with autism who pass false belief tasks understand the mind as active interpreter? Journal of Autism and Developmental Disorders, 32(2) pp. 127–140.

Pine, K. J.; Messer, D. J. and St. John, K. (2002). Children's learning from contrast modelling. Cognitive Development, 17(2) pp. 1249–1263.

Light, Paul; Littleton, Karen; Bale, Stuart; Joiner, Richard and Messer, David (2000). Gender and social comparison effects in computer-based problem solving. Learning and Instruction, 10(6) pp. 483–496.

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Safford, Kimberly; Messer, David; McLachlan, Jill; Walker, Kim; Ghosh, Kerenza; Laird, Stephanie; Disney, Ann and Wright, Deborah (2016). Teaching grammar and testing grammar in the English primary school: The impact on teachers and teaching of the grammar element of the statutory test in Spelling, Punctuation and Grammar (SPaG) in England. UKLA and The Open University.

Safford, Kimberly; Messer, David; McLachlan, Jill and Walker, Kim (2015). Teaching grammar and testing grammar in the English primary school: The impact on teachers and teaching of the grammar element of the statutory test in Spelling, Punctuation and Grammar (SPaG) in England. UKLA, London.

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