SCALES is the first population study of risk for language delay at school entry age in the UK. It is a four year, longitudinal study funded by the Wellcome Trust. For more information please visit the SCALES website http://www.scalestudy.co.uk/
Reading between the lines…
Reading in typical and atypical development
Rebecca’s PhD is funded by a Reid Scholarship from RHUL and is exploring the reading skills of children with autism spectrum disorders and specific language impairments. There are two key themes:
- How children with these disorders learn to read and factors influencing reading comprehension
- Whether children with ASD can use their reading skills to learn new vocabulary.
If you would like further information please contact Rebecca Lucas at Rebecca.Lucas.firstname.lastname@example.org.
EyeSay! Investigating language production processes in typical and atypical development
The EyeSay! study ran from 2010-2012 thanks to funding from the ESRC. The project used eye-movement technology to learn more about how children with autism spectrum disorders and specific language impairments plan what they are going to talk about and what factors make it more or less difficult for them to say what they want to say. We are in the process of getting the results published…
Spoken word recognition in developmental disorders: tracking links between sound and meaning
The Wellcome Trust awarded a Biomedical Vacation Scholarship to RHUL undergraduate Jocelyn Fleming. Joss and Courtenay ran the study during July-August 2009 and young people with language impairment, autism spectrum disorder and typical language development to took. If you would like further information please contact Courtenay.
Social Well-being: Tracking the Links to Language
Before Courtenay came to RHUL, she held a New Career Development Fellowship at the University of Oxford, funded by the Nuffield Foundation. This project ran from 2004-2007 and was done in collaboration with Professor Kate Nation. A summary of the study and the main findings can be found here.
Cues to word learning in autism spectrum disorders
This project was funded by NAAR-Autism Speaks and awarded to Professor Kate Nation and Courtenay. The project ran from 2006-2007 in parallel with the final year of the NCDF. A summary of this work can be found here.
Complementary research at other institutions
> Language and Cognitive Development Research Group at Oxford university - http://lcd.psy.ox.ac.uk/
> Oxford Study of Children’s Communication Impairments (OSCCI) – http://oscci.psy.ox.ac.uk/
> Centre for Reading and Language at the University of York – http://www.york.ac.uk/psychology/research/groups/crl/
> Psycholinguistic Research Group at the University of York - http://www.york.ac.uk/res/prg/
> First and Second Language Research Groups – Institute of Education – http://www.reading.ac.uk/education/research/ioe-researchLLE.aspx?#First_Language_Research_Group
> Centre for Research in Autism and Education – Institute of Education - http://www.ioe.ac.uk/research/28033.html
> Autism Research Centre at the University of Cambridge – http://www.autismresearchcentre.com/