Kelly Burgoyne


Contact categoryResearcher (past)

Research outputs

Number knowledge and the approximate number system are two critical foundations for early arithmetic development
Malone, Stephanie A., Burgoyne, Kelly and Hulme, Charles. (2020). Number knowledge and the approximate number system are two critical foundations for early arithmetic development. Journal of Educational Psychology. 112(6), pp. 1167 - 1182. https://doi.org/10.1037/edu0000426

Journal article

Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills
Hulme, Charles, Zhou, Lulin, Tong, Xiuli, Lervåg, Arne and Burgoyne, Kelly. (2019). Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills. Developmental Science. 22(1), pp. 1 - 11. https://doi.org/10.1111/desc.12745

Journal article

Stage 2 registered report: There is no appreciable relationship between strength of hand preference and language ability in 6-to 7-year-old children
Pritchard, Verena E., Malone, Stephanie A., Burgoyne, Kelly, Delaney, Michelle, Bishop, Dorothy V. M. and Hulme, Charles. (2019). Stage 2 registered report: There is no appreciable relationship between strength of hand preference and language ability in 6-to 7-year-old children. Wellcome Open Research. 4(81), pp. 1 - 18. https://doi.org/10.12688/wellcomeopenres.15254.1

Journal article

The relationship between numerosity discrimination and arithmetic skill reflects the approximate number system and cannot be explained by inhibitory control
Malone, Stephanie A., Pritchard, Verena E., Delaney, Michelle, Burgoyne, Kelly, Lervåg, Arne and Hulme, Charles. (2019). The relationship between numerosity discrimination and arithmetic skill reflects the approximate number system and cannot be explained by inhibitory control. Journal of Experimental Child Psychology. 184, pp. 220 - 231. https://doi.org/10.1016/j.jecp.2019.02.009

Journal article

Speech difficulties at school entry are a significant risk factor for later reading difficulties
Burgoyne, Kelly, Lervag, Arne, Malone, Stephanie and Hulme, Charles. (2019). Speech difficulties at school entry are a significant risk factor for later reading difficulties. Early Childhood Research Quarterly. 49, pp. 40 - 48. https://doi.org/10.1016/j.ecresq.2019.06.005

Journal article

The relationship between handedness and language ability in children
Pritchard, Verena E., Malone, Stephanie A., Burgoyne, Kelly, Delaney, Michelle, Bishop, Dorothy V. M. and Hulme, Charles. (2019). The relationship between handedness and language ability in children. Wellcome Open Research. 4(30), pp. 1 - 11. https://doi.org/10.12688/wellcomeopenres.15077.1

Journal article

Learning correspondences between magnitudes, symbols and words: Evidence for a triple code model of arithmetic development
Malone, Stephanie, Delaney, Michelle, Burgoyne, Kelly and Hulme, Charles. (2019). Learning correspondences between magnitudes, symbols and words: Evidence for a triple code model of arithmetic development. Cognition. 187, pp. 1 - 9. https://doi.org/10.1016/j.cognition.2018.11.016

Journal article

Pattern understanding is a predictor of early reading and arithmetic skills
Burgoyne, Kelly, Malone, Stephanie, Lervag, Arne and Hulme, Charles. (2019). Pattern understanding is a predictor of early reading and arithmetic skills. Early Childhood Research Quarterly. 49, pp. 69 - 80. https://doi.org/10.1016/j.ecresq.2019.06.006

Journal article

Evaluation of a parent-delivered early language enrichment programme: evidence from a randomised controlled trial
Burgoyne, Kelly, Gardner, Rachel, Whiteley, Helen, Snowling, Margaret J. and Hulme, Charles. (2018). Evaluation of a parent-delivered early language enrichment programme: evidence from a randomised controlled trial. Journal of Child Psychology and Psychiatry. 59(5), pp. 545 - 555. https://doi.org/10.1111/jcpp.12819

Journal article

Pattern understanding: relationships with arithmetic and reading development
Burgoyne, Kelly, Witteveen, Kate Margaret, Tolan, Georgina Anne, Malone, Stephanie and Hulme, Charles. (2017). Pattern understanding: relationships with arithmetic and reading development. Child Development Perspectives. 11(4), pp. 239 - 244. https://doi.org/10.1111/cdep.12240

Journal article

The efficacy of early language intervention in mainstream school settings: a randomized controlled trial
Fricke, Silke, Burgoyne, Kelly, Boyer-Crane, Claudine, Kyriacou, Maria, Zosimidou, Alexandra, Maxwell, Liam, Lervag, Arne, Snowling, Margaret J. and Hulme, Charles. (2017). The efficacy of early language intervention in mainstream school settings: a randomized controlled trial. Journal of Child Psychology and Psychiatry. 58(10), pp. 1141 - 1151. https://doi.org/10.1111/jcpp.12737

Journal article

Bilingualism and Biliteracy in Down Syndrome: Insights From a Case Study
Burgoyne, Kelly, Duff, Fiona J., Nielsen, Dea, Ulicheva, Anastasia and Snowling, Margaret J.. (2016). Bilingualism and Biliteracy in Down Syndrome: Insights From a Case Study. Language Learning. 66(4), pp. 945 - 971. https://doi.org/10.1111/lang.12179

Journal article

The cognitive foundations of early arithmetic skills: It is counting and number judgment, but not finger gnosis, that count
Long, Imogen, Malone, Stephanie, Tolan, Georgina Anne, Burgoyne, Kelly, Heron-Delaney, Michelle Ann, Witteveen, Kate Margaret and Hulme, Charles. (2016). The cognitive foundations of early arithmetic skills: It is counting and number judgment, but not finger gnosis, that count. Journal of Experimental Child Psychology. 152, pp. 327 - 334. https://doi.org/10.1016/j.jecp.2016.08.005

Journal article

Developing the reading skills of children with Down syndrome
Burgoyne, Kelly, Baxter, Becky and Buckley, Sue. (2014). Developing the reading skills of children with Down syndrome. In In R. Faragher and B. Clarke (Ed.). Educating learners with down syndrome: Research, theory, and practice with children and adolescents pp. 195 - 220 Routledge.

Book chapter

Training phoneme blending skills in children with Down syndrome
Burgoyne, Kelly, Duff, Fiona, Snowling, Margaret and Hulme, Charles. (2013). Training phoneme blending skills in children with Down syndrome. Child Language Teaching and Therapy. 29(3), pp. 273 - 290. https://doi.org/10.1177/0265659012474674

Journal article

The role of background knowledge in text comprehension for children learning English as an additional language
Burgoyne, Kelly, Whiteley, Helen E. and Hutchinson, Jane M.. (2013). The role of background knowledge in text comprehension for children learning English as an additional language. Journal of Research in Reading. 36(2), pp. 132 - 148. https://doi.org/10.1111/j.1467-9817.2011.01493.x

Journal article

Efficacy of a reading and language intervention for children with down syndrome : a randomized controlled trial
Burgoyne, Kelly, Duff, Fiona, Clarke, Paula, Buckley, Sue, Snowling, Margaret and Hulme, Charles. (2012). Efficacy of a reading and language intervention for children with down syndrome : a randomized controlled trial. Journal of Child Psychology and Psychiatry. 53(10), pp. 1044 - 1053. https://doi.org/10.1111/j.1469-7610.2012.02557.x

Journal article

The development of comprehension and reading-related skills in a sample of children learning English as an additional language and their monolingual, English-Speaking Peers
Burgoyne, K., Whiteley, H. E. and Hutchinson, J. M.. (2011). The development of comprehension and reading-related skills in a sample of children learning English as an additional language and their monolingual, English-Speaking Peers. British Journal of Educational Psychology. 81(2), pp. 344 - 354. https://doi.org/10.1348/000709910X504122

Journal article

The comprehension skills of children learning English as an additional language
Burgoyne, Kelly. (2009). The comprehension skills of children learning English as an additional language. British Journal of Educational Psychology.

Journal article

Reading interventions for children with Down syndrome
Burgoyne, Kelly. (2009). Reading interventions for children with Down syndrome. Down Syndrome Research and Practice.

Journal article

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