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

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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.

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.

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.

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

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.

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

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.

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.

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.

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.

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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