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Constructing fictional stories: A study of story narratives by children with autistic spectrum disorder

Research in developmental disabilities, 2014-10, Vol.35 (10), p.2438-2449

2014

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Reviewing evidence-based practice for pupils with dyslexia and literacy difficulties

Journal of research in reading, 2013-01, Vol.36 (1), p.96-116

2013

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Evidence for semantic involvement in regular and exception word reading in emergent readers of English

Journal of experimental child psychology, 2016-10, Vol.150, p.330-345

2016

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Training teachers for phonics and early reading: developing research‐informed practice

Journal of research in reading, 2021-05, Vol.44 (2), p.301-318

2021

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Children's printed word database: Continuities and changes over time in children's early reading vocabulary

The British journal of psychology, 2010-05, Vol.101 (2), p.221-242

2010

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An experimental comparison between rival theories of rapid automatized naming performance and its relationship to reading

Journal of experimental child psychology, 2007-09, Vol.98 (1), p.46-68

2007

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Phonological awareness in monolingual and bilingual English and Greek five-year-olds

Journal of research in reading, 2003-02, Vol.26 (1), p.3-18

2003

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Tracking the effects of dyslexia in reading and spelling development: A longitudinal study of Greek readers

Dyslexia (Chichester, England), 2018-05, Vol.24 (2), p.170-189

2018

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Event narratives in 11-14 year olds with autistic spectrum disorder

International journal of language & communication disorders, 2013-09, Vol.48 (5), p.522-533

2013

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The relationship between rapid naming and word spelling in English

Journal of research in reading, 2013-11, Vol.36 (4), p.371-388

2013

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Deficits in Orthographic Knowledge in Children Poor at Rapid Automatized Naming (RAN) Tasks?

Scientific studies of reading, 2014-05, Vol.18 (3), p.192-207

2014

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Spelling of derivational and inflectional suffixes by Greek-speaking children with and without dyslexia

Reading & writing, 2014-02, Vol.27 (2), p.337-358

2014

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Supporting early oral language skills for English language learners in inner city preschool provision

British journal of educational psychology, 2010-12, Vol.80 (4), p.497-515

2010

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Getting ready for reading: Early phoneme awareness and phonics teaching improves reading and spelling in inner-city second language learners

British journal of educational psychology, 1999-12, Vol.69 (4), p.587-605

Stuart, Morag

1999

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Literacy as a complex activity: deconstructing the simple view of reading

Literacy (Oxford, England), 2008-07, Vol.42 (2), p.59-66

2008

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Getting ready for reading: A follow-up study of inner city second language learners at the end of Key Stage I

British journal of educational psychology, 2004-03, Vol.74 (1), p.15-36

STUART, Morag

2004

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Visual Processing Deficits in Children With Slow RAN Performance

Scientific studies of reading, 2010-05, Vol.14 (3), p.266-292

2010

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The Relationship between Rapid Naming and Word Spelling in English

Journal of research in reading, 2013-11, Vol.36 (4), p.371

2013

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The relationship between rapid naming and word spelling in English: RAN AND SPELLING

Journal of research in reading, 2013-05, p.n/a

2013

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Phonemic analysis and reading development: some current issues

Journal of research in reading, 2005-02, Vol.28 (1), p.39-49

Stuart, Morag

2005

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Excluded from school: Systematic interventions for mental health and education professionals. 1. publ

2005

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Patterns of reading and spelling in 10-year-old children related to prereading phonological abilities

Journal of experimental child psychology, 1992-10, Vol.54 (2), p.168-187

1992

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Learning to Read: Developing Processes for Recognizing, Understanding and Pronouncing Written Words

London review of education, 2006-03, Vol.4 (1), p.19

Stuart, Morag

2006

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A Developmental Model of Reading Acquisition Based upon Early Scaffolding Errors and Subsequent Vowel Inferences

Educational psychology (Dorchester-on-Thames), 2006-02, Vol.26 (1), p.33-53

2006

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Assessing reading at Key Stage 2: SATs as measures of children's inferential abilities

British educational research journal, 2008-08, Vol.34 (4), p.431-446

2008

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Constructing fictional stories: A study of story narratives by children with autistic spectrum disorder

Reviewing evidence-based practice for pupils with dyslexia and literacy difficulties

Evidence for semantic involvement in regular and exception word reading in emergent readers of English

Training teachers for phonics and early reading: developing research‐informed practice

Children's printed word database: Continuities and changes over time in children's early reading vocabulary

An experimental comparison between rival theories of rapid automatized naming performance and its relationship to reading

Phonological awareness in monolingual and bilingual English and Greek five-year-olds

Tracking the effects of dyslexia in reading and spelling development: A longitudinal study of Greek readers

Event narratives in 11-14 year olds with autistic spectrum disorder

The relationship between rapid naming and word spelling in English

Deficits in Orthographic Knowledge in Children Poor at Rapid Automatized Naming (RAN) Tasks?

Spelling of derivational and inflectional suffixes by Greek-speaking children with and without dyslexia

Supporting early oral language skills for English language learners in inner city preschool provision

Getting ready for reading: Early phoneme awareness and phonics teaching improves reading and spelling in inner-city second language learners

Literacy as a complex activity: deconstructing the simple view of reading

Getting ready for reading: A follow-up study of inner city second language learners at the end of Key Stage I

Visual Processing Deficits in Children With Slow RAN Performance

The Relationship between Rapid Naming and Word Spelling in English

The relationship between rapid naming and word spelling in English: RAN AND SPELLING

Phonemic analysis and reading development: some current issues

Excluded from school: Systematic interventions for mental health and education professionals. 1. publ

Patterns of reading and spelling in 10-year-old children related to prereading phonological abilities

Learning to Read: Developing Processes for Recognizing, Understanding and Pronouncing Written Words

A Developmental Model of Reading Acquisition Based upon Early Scaffolding Errors and Subsequent Vowel Inferences

Assessing reading at Key Stage 2: SATs as measures of children's inferential abilities

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