Markéta  Caravolas is an Reader/Associate Professor in Psychology at Bangor University, Wales, UK.  She completed her doctorate in Psychology at McGill University in 1996 after spending the first part of her career as a teacher and clinician working with children with specific disorders of learning in the bilingual setting of Montreal.  Since 1997, she has undertaken an academic career in the United Kingdom where, in addition, she directed the Miles Dyslexia Centre at Bangor University from 2008 to 2014.  Her research interests are in literacy development and its disorders and her scholarship spans theory and practice.  She focuses on developmental psycholinguistics and early literacy, phonological and spelling development in the context of alphabetic literacy, and a special feature of her work is on cross-linguistic investigations of language-general and language-specific factors in reading and spelling development in typical and dyslexic populations.  She has published extensively on these topics. She has also created comprehensive batteries for the assessment and diagnosis of reading and spelling difficulties in the Czech and Slovak languages, and is working with colleagues on a large multi-language assessment battery of early literacy (MABEL), which includes parallel literacy-related measures in English, Portuguese, French, Spanish, Czech, Slovak, Polish and Welsh.

• PhD
  McGill University, Montreal, 1996
• MA
  McGill University, Montreal, 1992
• Other: Teaching permit/certification - awarded July 1982, Ministry of Education, Province of Québec, Canada
  1982
• BEd
  McGill University, Montreal, 1982

Dr Caravolas supervises undergraduate and Masters students on projects in the areas of typical and atypical literacy development, bilingualism, and cross-linguistic studies.

She is currently supervising PhD candidate, Catrin Leah Hadden, as first supervisor.

She teaches a specialist 3rd-year module: Disorders of Literacy, and contributes to 1st-year module: Language and Its Disorders,  and at the Masters level: Bilingualism: Research and Methods.

My main research interests are in literacy development in typical populations and in groups with Specific Learning Difficulties, especially dyslexia. Much of my work includes longitudinal and cross-linguistic designs in monolingual and bilingual learners. A number of my research projects have led to the development of standarised test batteries for the assessment of children's literacy skills in languages including English, Czech, Slovak, Spanish and Welsh.

I work with researchers in the UK as well as in a number of countries in Europe and North America, and have headed up a wide variety of externally-funded, international projects pertaining to literacy development and its disorders.

Self-funded (inc. agency-funded) projects: Dr. Caravolas welcomes informal enquiries from prospective PhD students interested in Literacy and Literacy Disorders, especially those that are interested in cross-linguistic and/or bilingual literacy development. She would also welcome students interested in research relevant to neurodevelopmental disorders that affect aspects of literacy, including dyslexia, developmental language delay, developmental co-ordination disorder.

2024

• PublishedCurrent Dyslexia Research and Practice in the Czech Republic and Slovakia
  Caravolas, M., Kucharska, A. & Marína, M., 29 Jul 2024, Dyslexia in Many Languages Insights, Interactions and Interventions. Elbeheri, G., Reid, G. & Fawcett, A. (eds.). 1st ed. Routledge, 17 p.
  Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review
• PublishedEvaluating the Spelling and Handwriting Legibility Test (SaHLT): a tool for the concurrent assessment of spelling and handwriting.
  Downing, C. & Caravolas, M., Jan 2024, In: Reading and Writing. 37, 1, p. 147-172 26 p.
  Research output: Contribution to journal › Article › peer-review
• E-pub ahead of printLiteracy Instruction from Afar: Evidence for the Effectiveness of a Remotely Delivered Language-rich Reading Programme
  Downing, C., Evans-Jones, G., Lira Calabrich, S., Wynne, C., Cartin, R., Dunton, J., Elliott, R., Caravolas, M., Hulme, C. & Jones, M., 6 Jan 2024, (E-pub ahead of print) In: Reading and Writing.
  Research output: Contribution to journal › Article › peer-review

2023

• PublishedHandwriting Legibility and Fluency and their Patterns of Concurrent Relations with Spelling, Graphomotor, and Selective Attention Skills
  Downing, C. & Caravolas, M., Dec 2023, In: Journal of Experimental Child Psychology. 256, 105756.
  Research output: Contribution to journal › Article › peer-review
• PublishedLiteracy Instruction from Afar: Evidence for the Effectiveness of a Remotely Delivered Language-rich Reading Programme
  Downing, C., Evans-Jones, G., Lira Calabrich, S., Wynne, C., Cartin, R., Dunton, J., Elliott, R., Caravolas, M., Hulme, C. & Jones, M., 2 Nov 2023, PsyArXiv.
  Research output: Working paper › Preprint

2022

• PublishedReading and Reading Disorders in Alphabetic Orthographies
  Caravolas, M., 13 May 2022, The science of Reading: a handbook. Snowling, M. J., Hulme, C. & Nation, K. (eds.). 2nd ed. Wiley-Blackwell, p. 327-353
  Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

2021

• PublishedMethodological issues in literacy research across languages: Evidence from alphabetic orthographies
  Papadopoulos, T. C., Csepe, V., Aro, M., Caravolas, M., Diakidoy, I.-A. & Olive, T., May 2021, In: Reading Research Quarterly. 56, S1, p. S351-S370 20 p.
  Research output: Contribution to journal › Article › peer-review

2020

• PublishedHandwriting legibility and its relationship to spelling ability and age: Evidence from monolingual and bilingual children
  Caravolas, M., Downing, C., Hadden, C.-L. & Wynne, C., 4 Jun 2020, In: Frontiers in Psychology. 11, 1097.
  Research output: Contribution to journal › Article › peer-review
• PublishedPrevalence and Cognitive Profiles of Children with Comorbid Literacy and Motor Disorders
  Downing, C. & Caravolas, M., 11 Dec 2020, In: Frontiers in Psychology. 11, 573580.
  Research output: Contribution to journal › Article › peer-review

2019

• PublishedA cross-linguistic, longitudinal study of the foundations of decoding and reading comprehension ability
  Caravolas, M., Lervåg, A., Mikulajová, M., Defior, S., Málková, G. S. & Hulme, C., 31 Oct 2019, In: Scientific Studies of Reading. 23, 5, p. 386-402 17 p.
  Research output: Contribution to journal › Article › peer-review
• PublishedDevelopmental Dyslexia in Czech-Slovakian
  Caravolas, M., Mikulajová, M. & Kucharska, A., Oct 2019, Developmental Dyslexia across Languages and Writing Systems. Verhoeven, L., Perfetti, C. & Pugh, K. (eds.). Cambridge, UK: Cambridge University Press, p. 96-117 21 p.
  Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review
• PublishedDimensionality of early writing in English and Spanish
  Salas, N. & Caravolas, M., 1 Sept 2019, In: Journal of Literacy Research. 51, 3, p. 272-292
  Research output: Contribution to journal › Article › peer-review
• PublishedMABEL: Multilanguage Assessment Battery of Early Literacy
  Caravolas, M., Marína, M., Defior, S. & Seidlova Malkova, G., 13 Aug 2019
  Research output: Other contribution › peer-review
• PublishedMABEL – Multilanguage Assessment Battery of Early Literacy: Approaches to Literacy Testing Across Languages
  Caravolas, M., Marína, M., Defior, S. & Seidlová Málková, G., Jun 2019, In: Journal of the International Neuropsychological Society. 25, S1, p. 158-160 3 p.
  Research output: Contribution to journal › Conference article › peer-review
• PublishedRelationships Between Spelling, Motor Skills, and Attention in the Prediction of Handwriting Fluency and Legibility
  Downing, C. & Caravolas, M., Jul 2019.
  Research output: Contribution to conference › Paper › peer-review
• PublishedUniversals and specifics of reading development in European languages. Cross Cultural Perspectives on Reading Disabilities
  Caravolas, M., Jun 2019, In: Journal of the International Neuropsychological Society. 25, S1, p. 231 1 p.
  Research output: Contribution to journal › Conference article › peer-review
• PublishedWhat Methods of Scoring Young Children’s Spelling Best Predict Later Spelling Performance?
  Treiman, R., Kessler, B. & Caravolas, M., Feb 2019, In: Journal of Research in Reading. 42, 1, p. 80-96
  Research output: Contribution to journal › Article › peer-review

2018

• PublishedBDTG2: Baterie diagnostických testů gramotnostních dovedností pro žáky 6. až 9. ročníku ZŠ – Pokyny k administraci testu, interpretace a normy
  Caravolas, M. & Volin, J., 2018, Národní ústav pro vzdělávání.
  Research output: Other contribution
• PublishedBDTG2: Baterie diagnostických testů gramotnostních dovedností pro žáky 6. až 9. ročníku ZŠ – Teoretická příručka testu
  Caravolas, M. & Volin, J., 2018, Národní ústav pro vzdělávání.
  Research output: Book/Report › Book
• PublishedGrowth of Word and Pseudoword Reading Efficiency in Alphabetic Orthographies: Impact of Consistency
  Caravolas, M., 1 Sept 2018, In: Journal of Learning Disabilities. 51, 5, p. 422-433
  Research output: Contribution to journal › Article › peer-review
• PublishedHandwriting Legibility Difficulties in Dyslexia and Developmental Coordination Disorder (DCD): Same or Different?
  Downing, C. & Caravolas, M., May 2018.
  Research output: Contribution to conference › Poster
• PublishedHandwriting Legibility Reflects Spelling Difficulties in Dyslexia but not in Developmental Coordination Disorder (DCD)
  Downing, C. & Caravolas, M., Jul 2018.
  Research output: Contribution to conference › Poster › peer-review
• PublishedUsing the Spelling and Handwriting Legibility Test (SaHLT)
  Downing, C. & Caravolas, M., Jun 2018.
  Research output: Contribution to conference › Paper

2017

• PublishedArtificial Grammar Learning in Dyslexic and Nondyslexic Adults: Implications for Orthographic Learning
  Samara, A. & Caravolas, M., 2017, In: Scientific Studies of Reading. 21, 1, p. 76-97
  Research output: Contribution to journal › Article › peer-review
• PublishedDo Visuo-motoric Aspects of Orthographic Characters’ Influence Writing Fluency in Children with Dyslexia
  Downing, C. & Caravolas, M., Jul 2017.
  Research output: Contribution to conference › Poster › peer-review
• PublishedLearning to Read Czech and Slovak
  Caravolas, M., Oct 2017, Learning to Read across Languages and Writing Systems. Verhoeven, L. & Perfetti, C. (eds.). Cambridge University Press, p. 347-370
  Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review
• PublishedReading acquisition in Czech and Slovak
  Caravolas, M., Jun 2017, Learning to read across Languages and Writing Systems. Verhoeven, L. & Perfetti, C. A. (eds.). Cambridge University Press
  Research output: Chapter in Book/Report/Conference proceeding › Chapter

2016

• PublishedEvaluation of the Bangor Dyslexia Test (BDT) for use with Adults
  Reynolds, A. E. & Caravolas, M., 8 Jan 2016, In: Dyslexia. 22, 1, p. 27-46
  Research output: Contribution to journal › Article › peer-review
• PublishedPhonographemic Complexity and Familiarity in Reading Words Aloud and Silently Among Children with Reading Difficulties
  Downing, C. & Caravolas, M., Mar 2016.
  Research output: Contribution to conference › Poster › peer-review
• PublishedThe development of phoneme awareness and letter knowledge: A training study of Czech preschool children
  Málková, G. S. & Caravolas, M., 24 Nov 2016, Actes du Symposium international sur la litéracie à l’école (SILE/ISEL) 2015: International Symposium for Educational Literacy. Morin, M.-F., Alamargot, D. & Gonçalves, C. (eds.). Sherbrooke: Éditions de l’Université de Sherbrooke, p. 31-56
  Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

2015

• PublishedLearning to Read and Spell Words in Different Writing Systems
  Caravolas, M. & Samara, A., 27 Aug 2015, The Oxford Handbook of Reading. Pollatsek, A. & Treiman, R. (eds.). Oxford University Press
  Research output: Chapter in Book/Report/Conference proceeding › Chapter

2014

• PublishedStatistical learning of novel graphotactic constraints in children and adults
  Samara, A. & Caravolas, M., 15 May 2014, In: Journal of Experimental Child Psychology. 121, p. 137-155
  Research output: Contribution to journal › Article › peer-review

2013

• PublishedBaterie testů fonologických schopností [Battery of Phonological Abilities]
  Seidlová Málková, G. & Caravolas, M., 1 Jan 2013
  Research output: Other contribution
• PublishedDifferent patterns,but equivalent predictors, of growth in reading in consistent and inconsistent orthographies
  Caravolas, M., Lervåg, A., Defior, S., Seidlová Málková, G. & Hulme, C., 1 Aug 2013, In: Psychological Science. 24, p. 1398-1407
  Research output: Contribution to journal › Article › peer-review
• PublishedSpatial Orienting of Attention in Dyslexic Adults using Directional and Alphabetic Cues
  Judge, J., Knox, P. C. & Caravolas, M., 1 May 2013, In: Dyslexia. 19, 2, p. 55-75
  Research output: Contribution to journal › Article › peer-review

2012

• PublishedAssessment of spelling abilities in older students
  Caravolas, M., Vencelova, L., Mikulajova, M. C. & Mikulajova, M. E. (Editor), 1 Jan 2012, Čítanie, písanie a dyslexia [Reading, writing and dyslexia]. 2012 ed.
  Research output: Chapter in Book/Report/Conference proceeding › Chapter
• PublishedAssessment of spelling abilities in younger pupils
  Caravolas, M., Mikulajova, M. V. & Mikulajova, M. E. (Editor), 1 Jan 2012, Čítanie, písanie a dyslexia [Reading, writing and dyslexia]. 2012 ed.
  Research output: Chapter in Book/Report/Conference proceeding › Chapter
• PublishedČítanie, písanie a dyslexia [Reading, spelling and dyslexia]
  Caravolas, M., Mikulajova, M. (Editor), Varyova, B. (Editor), Vencelova, L. (Editor) & Caravolas, M. S. (Editor), 1 Jan 2012, 2012 ed. Unknown Publisher.
  Research output: Book/Report › Book
• PublishedCommon patterns of prediction of literacy development in different alphabetic orthographies
  Caravolas, M., Lervåg, A., Mousikou, P., Efrim, C., Litavsky, M., Onochie-Quintanilla, E., Salas, N., Schöffelová, M., Defior, S., Mikulajová, M., Seidlová-Málková G., [. V. & Hulme, C., 1 Jun 2012, In: Psychological Science. 23, 6, p. 678-686
  Research output: Contribution to journal › Article › peer-review
• PublishedReading cloze test
  Caravolas, M., Mikulajova, M., Vencelova, L. C. & Mikulajova, M. E. (Editor), 1 Jan 2012, Čítanie, písanie a dyslexia [Reading, writing and dyslexia]. 2012 ed.
  Research output: Chapter in Book/Report/Conference proceeding › Chapter

2010

• PublishedBeyond alphabetic processes: literacy and its acquistion in the alphasyllabic languages.
  Nag, S., Caravolas, M. & Snowling, M. J., 21 Sept 2010, In: Reading and Writing. 24, p. 615-622
  Research output: Contribution to journal › Article › peer-review
• PublishedThe influences of syllable structure and reading ability on the development of phoneme awareness: a longitudinal, cross-linguistic study.
  Caravolas, M. & Landerl, K., 1 Sept 2010, In: Scientific Studies of Reading. 14, 5, p. 464-484
  Research output: Contribution to journal › Article › peer-review

2009

• PublishedSome associations between reading and spelling development in Slovak speaking children.
  Vencelova, L., Caravolas, M. & Mikulajova, M., 1 Jan 2009, In: Logopaedica. 12, p. 60-69
  Research output: Contribution to journal › Article › peer-review

2008

• PublishedEffects of letter-sound consistency, letter-form complexity, and frequency in learning canonical and contextually conditioned letter spellings in Slovak.
  Caravolas, M. & Mikulajova, M., 1 Jan 2008, In: Phonetica Pragensia. 11, p. 21-30
  Research output: Contribution to journal › Article › peer-review
• PublishedSúbor testov na hodnotenie pravopisných schopností pre školskú a klinickú prax
  Caravolas, M., Marína, M. & Vencelová, L., 2008, Bratislava: Slovenská asociácia logopédov. 90 p.
  Research output: Book/Report › Book › peer-review

2007

• PublishedA cross-linguistic database of children's printed words in three slavic languages.
  Garabik, R., Caravolas, M., Kessler, B., Hoflerova, E., Masterson, J., Mikulajova, M., Szczerbinski, M., Wierzchon, P. & Levicka, J. (Editor), 1 Jan 2007, p. 51-64.
  Research output: Contribution to conference › Paper
• PublishedDevelopmental dyslexia.
  Snowling, M. J., Caravolas, M., Gaskell, M. G. (Editor) & Altmann, G. (Editor), 1 Jan 2007, The Oxford handbook of psycholinguistics. 2007 ed. Oxford University Press, p. 667-684
  Research output: Chapter in Book/Report/Conference proceeding › Chapter
• PublishedVisual attention in adults with developmental dyslexia: Evidence from manual reaction time and saccade latency.
  Judge, J., Caravolas, M. & Knox, P. C., 1 May 2007, In: Cognitive Neuropsychology. 24, 3, p. 260-278
  Research output: Contribution to journal › Article › peer-review

2006

• PublishedRefining the psycholinguistic grain size theory: effects of phonotactics and word formation on the availability of phonemes to preliterate children.
  Caravolas, M., 1 Sept 2006, In: Developmental Science. 9, 5, p. 445-447
  Research output: Contribution to journal › Article › peer-review
• PublishedSmooth pursuit eye movements and phonological processing in adults with dyslexia
  Judge, J., Caravolas, M. & Know, P. C., 1 Dec 2006, In: Cognitive Neuropsychology. 23, 8, p. 1174-1189
  Research output: Contribution to journal › Article › peer-review

2005

• PublishedEffects of orthographic consistency, frequency, and letter knowledge on children's vowel spelling development.
  Caravolas, M., Kessler, B., Hulme, C. & Snowling, M., 1 Dec 2005, In: Journal of Experimental Child Psychology. 92, 4, p. 307-321
  Research output: Contribution to journal › Article › peer-review
• PublishedInternational report on literacy research: United Kingdom
  Caravolas, M., 1 Oct 2005, In: Reading Research Quarterly. 40, 4, p. 516
  Research output: Contribution to journal › Article › peer-review
• PublishedLearning to spell in different languages: How orthographic variables might affect early literacy.
  Caravolas, M., Joshi, R. M. (Editor) & Aaron, P. G. (Editor), 1 Jan 2005, Handbook of Orthography and Literacy. 2005 ed. Lawrence Erlbaum, p. 497-511
  Research output: Chapter in Book/Report/Conference proceeding › Chapter
• PublishedPhoneme awareness is a key component of alphabetic literacy skills in consistent and inconsistent orthographies: Evidence from Czech and English children.
  Caravolas, M., Volin, J. & Hulme, C., 1 Oct 2005, In: Journal of Experimental Child Psychology. 92, 2, p. 107-139
  Research output: Contribution to journal › Article › peer-review
• PublishedPhoneme isolation ability is not simply a consequence of letter-sound knowledge.
  Hulme, C., Caravolas, M., Malkova, G. & Brigstocke, S., 1 Aug 2005, In: Cognition. 97, 1, p. B1-B11
  Research output: Contribution to journal › Article › peer-review
• PublishedPhonological skills are (probably) one cause of success in learning to read: A comment on Castles and Coltheart.
  Hulme, C., Snowling, M., Caravolas, M. & Carroll, J., 1 Oct 2005, In: Scientific Studies of Reading. 9, 4, p. 351-365
  Research output: Contribution to journal › Article › peer-review
• PublishedThe nature and causes of Dyslexia in different languages.
  Caravolas, M., Snowling, M. J. (Editor) & Hulme, C. J. (Editor), 1 Jan 2005, The Science of Reading: A Handbook. 2005 ed. Wiley/Blackwell, p. 336-356
  Research output: Chapter in Book/Report/Conference proceeding › Chapter

2004

• PublishedSpelling development in alphabetic writing systems: A cross-linguistic perspective.
  Caravolas, M., 1 Mar 2004, In: European Psychologist. 9, 1, p. 3-14
  Research output: Contribution to journal › Article › peer-review

2002

• PublishedSimilarities and differences between English- and French speaking poor spellers.
  Caravolas, M., Bruck, M., Genesse, F. & Goulandris, N. (Editor), 15 Dec 2002, Dyslexia in Different Languages: Cross Linguistic Comparisons. Wiley/Blackwell, p. 157-180
  Research output: Chapter in Book/Report/Conference proceeding › Chapter

2001

• PublishedPhonological spelling errors among dyslexic children learning a transparent orthography: the case of Czech
  Caravolas, M. & Volin, J., 1 Oct 2001, In: Dyslexia. 7, 4, p. 229-245
  Research output: Contribution to journal › Article › peer-review
• PublishedThe foundations of spelling ability: evidence from a 3-year longitudinal study.
  Caravolas, M., Hulme, C. & Snowling, M. J., 1 Nov 2001, In: Journal of Memory and Language. 45, 4, p. 751-774
  Research output: Contribution to journal › Article › peer-review

2000

• PublishedVowel categorization skill and its relationship to early literacy skills among first grade Québec-French children.
  Caravolas, M. & Bruck, M., 1 Jul 2000, In: Journal of Experimental Child Psychology. 76, 3, p. 190-221
  Research output: Contribution to journal › Article › peer-review

1998

• PublishedSpelling skills of children in whole language and phonics classrooms
  Bruck, M., Treiman, R., Caravolas, M., Genesee, F. & Cassar, M., Oct 1998, In: Applied Psycholinguistics. 19, 4, p. 669-684
  Research output: Contribution to journal › Article › peer-review

1997

• PublishedA cross-linguistic study of early literacy acquisition
  Bruck, M., Genesee, F. & Caravolas, M., 1997, Foundations of Reading Acquisition and Dyslexia. Blachman, B. (ed.). Routledge, p. 145-162 17 p.
  Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

1996

• PublishedThe development of phonemic representations: children's representations of nasalized vowels
  Caravolas, M., 1996, In: Phonetica Pragensia. 9, p. 25-38 9.
  Research output: Contribution to journal › Article › peer-review

1995

• PublishedRole of the syllable in the processing of spoken English: Evidence from a nonword comparison task
  Bruck, M., Treiman, R. & Caravolas, M., 1995, In: Journal of Experimental Psychology - Human Perception and Performance. 21, 3
  Research output: Contribution to journal › Article › peer-review

1993

• PublishedThe effect of oral and written language input on children′ s phonological awareness: A cross-linguistic study
  Caravolas, M. & Bruck, M., 1993, In: Journal of Experimental Child Psychology. 55, 1, p. 1-30
  Research output: Contribution to journal › Article › peer-review

2024

• Insights into Spelling and Handwriting Development in Monolingual and Bilingual Children with and without Dyslexia

  Nordiska Dyslexikongressen 2024 -- Swedish Dyslexia Conference, 2024

  22 Aug 2024 – 24 Aug 2024

  Activity: Invited talk (Speaker)

2023

• Universals and specifics of reading development in European languages: Examining the impact of orthographic consistency

  Reporting on a series of studies aiming to elucidate the universal and the language –specific aspects of early alphabetic literacy, with a focus on the moderating influence of orthographic consistency.

  11 Jul 2023

  Activity: Invited talk (Speaker)
• Introduction to assessing literacy skills with MABEL (English) (13:45 -14:30)

  MABEL is a highly innovative, multi-lingual battery for assessing early literacy and literacy-related skills in both monolingual, bilingual and second language learners. It was created by an international team of researchers as one output of a European Initial Training Network project. Validated by research, MABEL is a web-based resource intended for use by educational psychologists, speech and language therapists, and special educational needs teachers. MABEL exemplifies how the results of a psycho-educational research project can serve to ameliorate the work of language and literacy specialists, and bring educational benefits to learners in numerous countries.

  17 May 2023

  Activity: Types of Public engagement and outreach - Schools engagement (Speaker)
• Audrey Leblanc

  Doctoral research internship at Literacy Development Lab. Working on studies of spelling development in French.

  1 Feb 2023 – 15 Jul 2023

  Activity: Hosting an academic visitor (Host)

2022

• Ariane Paradis

  PhD research internship at Literacy Development Lab. Researching literacy-related cognitive skills development in Francophone school children.

  1 Feb 2022 – 30 Jan 2023

  Activity: Hosting an academic visitor (Host)

2021

• Considerations for the Assessment of Second-Language Learners at Risk of Dyslexia using MABEL – A Multilingual Literacy Assessment Tool

  Keynote Presentation

  11 Nov 2021

  Activity: Invited talk (Speaker)
• Assessment of English-Second-Language Learners at Risk of Dyslexia: Implications for Diagnosis and Teaching Support Psychology of Developmental Disorders Section

  Keynote presentation -- remote

  18 Jul 2021 – 23 Jul 2021

  Activity: Invited talk (Speaker)
• Assessment of English-Second-Language Learners at Risk of Dyslexia: Implications for Diagnosis and Teaching Support

  24 Apr 2021

  Activity: Invited talk (Speaker)

2019

• Children’s Handwriting Difficulties: A Workshop for Practitioners

  Nov 2019

  Activity: Participation in Academic workshop, seminar, course (Chair)
• Universals and specifics of reading development in European languages. Cross Cultural Perspectives on Reading Disabilities

  Contribution to invited symposium

  20 Feb 2019

  Activity: Invited talk (Speaker)

2017

• Handwriting in Children with Dyslexia and DCD: A Workshop for Practitioners

  May 2017

  Activity: Participation in Academic workshop, seminar, course (Chair)

• To Further Development of the MABEL Tool

  01/10/2021 – 15/06/2024 (Finished)

• Optimising and Efficacy Testing of Remote Online Assessments of Children’s Literacy-related Phonological Skills - COVID-19

  21/10/2020 – 31/01/2025 (Finished)

• Cross­linguistic Studies of Alphabetic Literacy Development: Universals and Specifics, From Theory to Applications

  01/09/2019 – 31/08/2021 (Finished)

• How do language and spelling based difficulties manifest in the handwriting of children with dyslexia?”

  01/05/2019 – 01/08/2019 (Finished)

• Dysgraphia and its familial incidence among children with dyslexia or DCD

  01/02/2018 – 30/09/2023 (Finished)

• Is there an optimal age to begin learning to read?

  01/09/2009 – 31/08/2011 (Finished)

• Literature review for the Minister of Education

  01/04/2009 – 31/07/2011 (Finished)

• Enhancing Literacy Development in European Languages (ELDEL)

  01/09/2008 – 01/08/2022 (Finished)