Currently browsing: Items authored or edited by Sarah Critten https://orcid.org/0000-0003-4395-2901

15 items in this list.
Generated on Sat Jul 13 08:26:09 2024 BST.

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Bloom, Ashley; Critten, Sarah; Johnson, Helen and Wood, Clare (2020). A critical review of methods for eliciting voice from children with speech, language and communication needs. Journal of Research in Special Educational Needs, 20(4) pp. 308–320.

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Critten, Sarah; Connelly, Vincent; Dockrell, Julie E.; Mundy, Ian R. and O’Rourke, Lynsey (2023). Handwriting processes when spelling morphologically complex words in children with and without Developmental Language Disorder. Frontiers in Psychology, 14, article no. 1112462.

Critten, Sarah; Holliman, Andrew J.; Hughes, David J.; Wood, Clare; Cunnane, Helen; Pillinger, Claire and Deacon, S. Hélène (2020). A longitudinal investigation of prosodic sensitivity and emergent literacy. Reading and Writing, 34(2) pp. 371–389.

Critten, Sarah; Sheriston, Lee and Mann, Franceska (2016). Young Children's spelling representations and spelling strategies. Learning and Instruction, 46 pp. 34–44.

Critten, Sarah; Connelly, Vincent; Dockrell, Julie E. and Walter, Kirsty (2014). Inflectional and derivational morphological spelling abilities of children with Specific Language Impairment. Frontiers in Psychology, 5, article no. 948.

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.

Critten, Sarah; Pine, Karen and Steffler, Dorothy (2007). Spelling development in young children: A case of representational redescription? Journal of Educational Psychology, 99(1) pp. 207–220.

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Daffern, Tessa and Critten, Sarah (2019). Student and Teacher Perspectives on Spelling. Australian Journal of Language and Literacy, 42(1) pp. 40–57.

Dockrell, Julie E.; Connelly, Vincent; Walter, Kirsty and Critten, Sarah (2015). Assessing children's writing products: the role of curriculum based measures. British Educational Research Journal, 41(4) pp. 575–595.

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Holliman, A. J.; Gutiérrez Palma, N; Critten, S.; Wood, C.; Cunnane, H. and Pillinger, C. (2017). Examining the independent contribution of prosodic sensitivity to word reading and spelling in early readers. Reading and Writing, 30(3) pp. 509–521.

Holliman, Andrew; Critten, Sarah; Lawrence, Tony; Harrison, Emily; Wood, Clare and Hughes, David (2014). Modeling the Relationship Between Prosodic Sensitivity and Early Literacy. Reading Research Quarterly, 49(4) pp. 469–482.

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Sheriston, Lee; Critten, Sarah and Jones, Emily (2016). Routes to Reading and Spelling: Testing the Predictions of Dual-Route Theory. Reading Research Quarterly, 51(4) pp. 403–417.

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