Kelly Burgoyne
| Contact category | Researcher (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/edu0000426Journal 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.12745Journal 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.15254.1Journal 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.2019.02.009Journal 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.2019.06.005Journal 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.15077.1Journal 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.2018.11.016Journal 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.2019.06.006Journal 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.12819Journal 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.12240Journal 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.12737Journal 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.12179Journal 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.2016.08.005Journal 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/10.1177/0265659012474674Journal 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.xJournal 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.xJournal 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/10.1348/000709910X504122Journal 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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