Items where Author is "Williams, GJ"

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Number of items: 15.

Journal article

Holliman, AJ, Williams, GJ ORCID: 0000-0001-7689-1231, Mundy, IR, Wood, C ORCID: 0000-0003-1492-6501, Hart, L and Waldron, S, 2014. Beginning to disentangle the prosody-literacy relationship: a multi-component measure of prosodic sensitivity. Reading and Writing: an Interdisciplinary Journal, 27 (2), pp. 255-266. ISSN 0922-4777

Williams, GJ ORCID: 0000-0001-7689-1231, Emerson, A, Larkin, RF ORCID: 0000-0002-8690-1111 and Norman, C, 2014. Four activities to promote student engagement with referencing skills. Psychology Teaching Review, 20 (1), pp. 89-93. ISSN 0965-948X

Talbot, E, Williams, GJ ORCID: 0000-0001-7689-1231 and Larkin, RF ORCID: 0000-0002-8690-1111, 2013. Brief report: the relationship between writing transcription skills and writing measures differs between children who self-report being monolingual or bilingual [forthcoming]. Educational Studies. ISSN 0305-5698

Larkin, RF ORCID: 0000-0002-8690-1111, Williams, GJ ORCID: 0000-0001-7689-1231 and Blaggan, S, 2013. Delay or deficit? Spelling processes in children with specific language impairment. Journal of Communication Disorders. ISSN 0021-9924

Williams, GJ ORCID: 0000-0001-7689-1231 and Larkin, RF ORCID: 0000-0002-8690-1111, 2013. Narrative writing, reading and cognitive processes in middle childhood: what are the links? Learning and Individual Differences, 28, pp. 142-150. ISSN 1041-6080

Williams, GJ ORCID: 0000-0001-7689-1231, Larkin, RF ORCID: 0000-0002-8690-1111 and Blaggan, S, 2013. Written language skills in children with specific language impairment. International Journal of Language & Communication Disorders, 48 (2), pp. 160-171. ISSN 1460-6984

Williams, GJ ORCID: 0000-0001-7689-1231 and Wood, CP, 2012. An assessment of sensitivity to the acoustic correlates of lexical stress in adult readers, and its association with reading ability. Advances in Cognitive Psychology, 8 (4), pp. 267-280.

Williams, GJ ORCID: 0000-0001-7689-1231 and Emerson, A, 2012. An innovative approach to encouraging integration of perspectives for 3rd year undergraduates. Psychology Teaching Review, 18 (2), pp. 126-133.

Williams, GJ ORCID: 0000-0001-7689-1231 and Yuen, Y, 2011. Reading skills and non-speech rhythm sensitivity in Cantonese schooled children and English schooled children. Journal of Reading, Writing and Literacy, 5 (3), pp. 24-52. ISSN 1743-0534

Conference contribution

Williams, GJ ORCID: 0000-0001-7689-1231, Larkin, RF ORCID: 0000-0002-8690-1111 and Blaggan, S, 2012. Written language skills in children with specific language impairment. In: 13th International Conference of the EARLI Special Interest Group on Writing, Porto, Portugal, July, 2012, Porto.

Holliman, AJ, Wood, C ORCID: 0000-0003-1492-6501 and Williams, GJ ORCID: 0000-0001-7689-1231, 2011. Screening for potential reading difficulties: a new test of speech rhythm sensitivity. In: Eighteenth Annual Meeting of the Society of the Scientific Study of Reading, Florida, July 2011.

Tarczynski-Bowles, ML, Wood, C ORCID: 0000-0003-1492-6501, Holliman, AJ, Vousden, J and Williams, GJ ORCID: 0000-0001-7689-1231, 2011. A task validation study investigating school aged children’s speech rhythm sensitivity and its relation to reading ability. In: Eighteenth Annual Meeting of the Society of the Scientific Study of Reading, Florida, July 2011.

Williams, GJ ORCID: 0000-0001-7689-1231 and Wood, CP, 2010. A study investigating the role of prosodic sensitivity in reading involving priming and low band pass speech. In: Seventeenth Annual Meeting Society of the Scientific Study of Reading, Berlin, July, 2010, Berlin.

Williams, GJ ORCID: 0000-0001-7689-1231, Wood, CP and Hedderley, R, 2009. Investigating the component features of speech rhythm: examining the effectiveness of a new measure of speech rhythm. In: Sixteenth Annual Meeting Society of the Scientific Study of Reading, Boston, June, 2009, Boston.

Williams, GJ ORCID: 0000-0001-7689-1231 and Yuen, Y, 2005. Rhythm awareness in children learning alphabetic and non-alphabetic scripts. In: Twelfth Annual Meeting Society of the Scientific Study of Reading, Toronto, 2005, Toronto.

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