Items where Author is "Williams, GJ"

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Number of items: 25.

Journal article

WILLIAMS, G.J. and HILL, R., 2015. The role of psychological literacy in enhancing the student experience. Proceedings of the Annual Learning and Teaching Conference, 2015, pp. 36-37. ISSN 1758-6143

HOLLIMAN, A.J., WILLIAMS, G.J., MUNDY, I.R., WOOD, C., 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

TALBOT, E., WILLIAMS, G.J. and LARKIN, R.F., 2014. Brief report: the relationship between writing transcription skills and writing measures differs between children who self-report being monolingual or bilingual. Educational Studies, 40 (1), pp. 116-120. ISSN 0305-5698

WILLIAMS, G.J., EMERSON, A., LARKIN, R.F. and NORMAN, C., 2014. Four activities to promote student engagement with referencing skills. Psychology Teaching Review, 20 (1), pp. 89-93. ISSN 0965-948X

LARKIN, R.F., WILLIAMS, G.J. and BLAGGAN, S., 2013. Delay or deficit? Spelling processes in children with specific language impairment. Journal of Communication Disorders. ISSN 0021-9924

WILLIAMS, G.J. and EMERSON, A., 2013. Engaging third-year undergraduates to evaluate psychology in the real world using spiral learning. Proceedings of the Annual Learning and Teaching Conference, 2013, pp. 36-37. ISSN 1758-6143

WILLIAMS, G.J. and LARKIN, R.F., 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, G.J., LARKIN, R.F. 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, G.J. and WOOD, C., 2012. Sensitivity to the acoustic correlates of lexical stress and their relationship to reading in skilled readers. Advances in Cognitive Psychology, 8 (4), pp. 267-280.

WILLIAMS, G.J. and EMERSON, A., 2012. An innovative approach to encouraging spiral learning for 3rd year undergraduates. Psychology Teaching Review, 18 (2), pp. 126-133. ISSN 0965-948X

WILLIAMS, G.J. 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

Chapter in book

BETTS, L., STILLER, J., LARKIN, R. and WILLIAMS, G.J., 2015. Development during the early years. In: P. BANYARD, G. DILLON, C. NORMAN and B. WINDER, eds., Essential psychology. 2nd ed. London: Sage, pp. 297-314. ISBN 9781446274811

STILLER, J., BETTS, L., LARKIN, R. and WILLIAMS, G.J., 2015. Development during the school years. In: P. BANYARD, G. DILLON, C. NORMAN and B. WINDER, eds., Essential psychology. 2nd ed. London: Sage, pp. 315-330. ISBN 9781446274811

BETTS, L.R., FARRINGTON-FLINT, L., STILLER, J., LARKIN, R. and WILLIAMS, G.J., 2010. Development during the early years. In: P. BANYARD, M.N.O. DAVIES, C. NORMAN and B. WINDER, eds., Essential psychology: a concise introduction. Sage, pp. 257-274. ISBN 9781847875389

Conference contribution

FORD, C., WILLIAMS, G.J., DUNN, A.K. and JONES, G., 2018. What is the contribution of maths anxiety to performance of children in primary schools? In: The British Psychological Society's Annual Conference 2018, East Midlands Conference Centre, Nottingham, 2-4 May 2018.

WILLIAMS, G.J. and GRAYSON, A., 2017. Understanding the way students engage with the academic community in psychology through a corpus analysis of research methods reports. In: TILT Festival of Learning – Creating Communities Conference, Nottingham Trent University, Nottingham, 28 June 2017.

WILLIAMS, G.J., BOWE, M., KERR-GILBERT, N., POPE, U. and PUNTHA, H., 2016. Active and enquiry-based approaches to learning and teaching. In: TILT Annual Learning and Teaching Conference, Nottingham Trent University, Nottingham, 5 July 2016.

WILLIAMS, G.J. and LARKIN, R.F., 2014. The contribution of reading, spelling and writing speed to measures of writing quantity and quality in secondary school children. In: The Conference on Writing Research, Utrecht & Amsterdam, 14 August 2014.

WILLIAMS, G.J., LARKIN, R.F. 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, A.J., WOOD, C. and WILLIAMS, G.J., 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, M.L., WOOD, C., HOLLIMAN, A.J., VOUSDEN, J. and WILLIAMS, G.J., 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, G.J. and WOOD, C.P., 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, G.J., WOOD, C.P. 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, G.J. 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.

Professional or trade journal contribution

WILLIAMS, G.J. and LARKIN, R.F., 2013. Writing and spelling research with children who have specific language impairment. NAPLIC Matters, 84, pp. 28-29.

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