Jennings, B., Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407, Jaworska, S. ORCID: https://orcid.org/0000-0001-7465-2245 and Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628 (2024) A corpus study of English language exam texts: vocabulary difficulty and the impact on students’ wider reading (or should students be reading more texts by dead white men?). Journal of Adolescent and Adult Literacy. (In Press)

Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628 and Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 (2022) Does a specialist typeface affect how fluently children with and without dyslexia process letters, words and passages? Dyslexia, 28 (4). pp. 448-470. ISSN 1099-0909 doi: https://doi.org/10.1002/dys.1727

Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407, Busby, A., Wellsted, D., Cooper, P. and Murray, L., (2022) Report: Extension of the impact of Early years Provision in Children’s Centres (EPICC) trial on child cognitive and socio-emotional development. Report. Nuffield Foundation

Papastefanou, T., Marinis, T. and Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 (2021) Development of reading comprehension in bilingual and monolingual children—effects of language exposure. Languages, 6 (4). 166. ISSN 2226-471X doi: https://doi.org/10.3390/languages6040166

Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407, Stainthorp, R. and Stuart, M. (2021) Training teachers for phonics and early reading: developing research-informed practice. Journal of Research in Reading, 44 (2). pp. 301-318. ISSN 1467-9817 doi: https://doi.org/10.1111/1467-9817.12336

Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 and Atkinson, L. (2021) Unraveling the links between rapid automatized naming (RAN), phonological awareness, and reading. Journal of Educational Psychology, 113 (4). pp. 706-718. ISSN 0022-0663 doi: https://doi.org/10.1037/edu0000625

Papastefanou, T., Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 and Marinis, T. (2019) Language and decoding skills in Greek-English primary school bilingual children: effects of language dominance, contextual factors and cross-language relationships between the heritage and the majority language. Frontiers in Communication, 4. 65. ISSN 2297-900X doi: https://doi.org/10.3389/fcomm.2019.00065

Atkinson, L., Slade, L., Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 and Levy, J. P. (2017) Theory of mind in emerging reading comprehension: a longitudinal study of early indirect and direct effects. Journal of Experimental Child Psychology, 164. pp. 225-238. ISSN 0022-0965 doi: https://doi.org/10.1016/j.jecp.2017.04.007

Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068, Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 and Fox, S. (2017) Making gains: the impact of outdoor residential experiences on students’ examination grades and self-efficacy. Educational Review, 69 (2). pp. 232-247. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2016.1199538

Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 (2015) The challenges of learning to read and write in English. Patoss Bulletin, 28 (1). pp. 2-6. ISSN 1476-1521

Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407, Stainthorp, R. and Stuart, M. (2014) Deficits in orthographic knowledge in children poor at rapid automatized naming (RAN) tasks? Scientific Studies of Reading, 18 (3). pp. 192-207. ISSN 1088-8438 doi: https://doi.org/10.1080/10888438.2013.862249

Cowan, R. and Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 (2014) The contributions of domain-general and numerical factors to third-grade arithmetic skills and mathematical learning disability. Journal of Educational Psychology, 106 (1). pp. 214-229. ISSN 0022-0663 doi: https://doi.org/10.1037/a0034097

Stainthorp, R., Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 and Stuart, M. (2013) The relationship between rapid naming and word spelling in English. Journal of Research in Reading, 36 (4). pp. 371-388. ISSN 1467-9817 doi: https://doi.org/10.1111/jrir.12002

Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 and Dixon, M. (2011) Does SMS text messaging help or harm adults’ knowledge of standard spelling? Journal of Computer Assisted Learning, 27 (1). pp. 58-66. ISSN 1365-2729 doi: https://doi.org/10.1111/j.1365-2729.2010.00403.x

Stainthorp, R. W., Stuart, M., Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407, Quinlan, P. and Garwood, H. (2010) Visual processing deficits in children with slow RAN performance. Scientific Studies of Reading, 14 (3). pp. 266-292. ISSN 1088-8438 doi: https://doi.org/10.1080/10888431003724070

Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407, Stainthorp, R., Stuart, M., Garwood, H. and Quinlan, P. (2008) The relationship between phonological awareness, phonological memory, Rapid Automatized Naming (RAN) and reading in monolingual and bilingual English children. International Journal of Psychology, 43 (3-4). p. 18. ISSN 0020-7594 doi: https://doi.org/10.1080/00207594.2008.10108483

Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407, Stainthorp, R., Stuart, M., Garwood, H. and Quinlan, P. (2007) An experimental comparison between rival theories of rapid automatized naming performance and its relationship to reading. Journal of Experimental Child Psychology, 98 (1). pp. 46-68. ISSN 0022-0965 doi: https://doi.org/10.1016/j.jecp.2007.04.003

Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407, Plaut, D. and Funnell, E. (2006) Does the PMSP connectionist model of single word reading learn to read in the same way as a child? Journal of Research in Reading, 29 (2). pp. 229-250. ISSN 0141-0423 doi: https://doi.org/10.1111/j.1467-9817.2006.00300.x