Article

Li, Jiayin, Wong, Louise, Rodrigues, Catarina, Hulme, Rachael C, Joseph, Holly, Kyle, Fiona E and Taylor, J. S. H. (2023) Contextual diversity and anchoring: null effects on learning word forms and opposing effects on learning word meanings. Quarterly Journal of Experimental Psychology. ISSN 1747-0218 (In Press)

Norman, Rebecca ORCID: https://orcid.org/0000-0002-4272-4352, Hulme, Rachael C ORCID: https://orcid.org/0000-0002-9596-7729, Sarantopoulos, Christina, Chandran, Varsha, Shen, Hantong, Rodd, Jennifer M, Joseph, Holly ORCID: https://orcid.org/0000-0003-4325-4628 and Taylor, J S H ORCID: https://orcid.org/0000-0002-1109-8539 (2023) Contextual diversity during word learning through reading benefits generalisation of learned meanings to new contexts. Quarterly Journal of Experimental Psychology, 76 (7). pp. 1658-1671. ISSN 1747-0218 doi: https://doi.org/10.1177/17470218221126976

Nair, Vishnu ORCID: https://orcid.org/0000-0001-6631-0587, Khamis, Reem, Ali, Sharia, Aveledo, Fraibet, Biedermann, Britta, Blake, Olivia, Rosa Brea, Maria, Cheng, Lilly, Sheen Chiou, Hsinhuel, Cruz, Denise, Cushing, Ian, de Diego-Lázaro, Beatriz, Eads, Amanda, El Amin, Mariam, Fabiano-Smith, Leah, Morrison Fagbemi, Alicia, Brown Gandhi, Alisha, Saldívar García, Erica, Hackett, Abigail, Henner, Jon, Hsieh, Li, Huang, Timothy, Hussain, Farha Najah, Hyter, Yvette D, Imperial Rowland, Anthony, Ito, Nadhiya, Joseph, Holly, Kašćelan, Draško, Licata, Gabriella, Lin, Ching-Ching, MacLeod, Andrea A.N., Malik, Mariam, Robles Manalili, Marie Adrienne, Matias, Felix Antonio, McMillen, Stephanie, Modayil, Maria, Mohamed, Naashia, Mollaei, Fatemeh ORCID: https://orcid.org/0000-0003-2916-9750, Monda, Darlene, Moya-Galé, Gemma, Munson, Benjamin, Nkomo, Chloe, Padia, Lilly, Perez, Cecilia, Privette, Chelsea, Risueño, PJ, Rodgers, Lucy, Rodríguez-Guerra, Míriam, Serratrice, Ludovica ORCID: https://orcid.org/0000-0001-5141-6186, Shannon, David Ben, Soto-Boykin, Xigrid, Tan, Greta, Sun, Lei, Wylie, Karen, Yu, Betty, Yu, Vickie and Zisk, Alyssa Hillary (2023) Accent modification as a raciolinguistic ideology: a commentary in response to Burda et al. (2022). Journal of Critical Study of Communication and Disability, 1 (1). pp. 105-112. doi: https://doi.org/10.48516/jcscd_2023vol1iss1.21

Joseph, Holly and Powell, Daisy (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

Fajardo, Inmaculada and Joseph, Holly (2022) Brief Report: autistic students read between lines. Journal of Autism and Developmental Disorders. ISSN 0162-3257 doi: https://doi.org/10.1007/s10803-022-05648-2

Gómez-Merino, Nadina, Fajardo Bravo, Inmaculada, Ferrer Manchón, Antonio M. and Joseph, Holly (2022) Eye movements of deaf students in expository versus narrative texts. American Annals of the Deaf, 167 (3). pp. 313-333. ISSN 1543-0375 doi: https://doi.org/10.1353/aad.2022.0030

Joseph, Holly, Wonnacott, Elizabeth and Nation, Kate (2021) Online inference making and comprehension monitoring in children during reading: evidence from eye movements. Quarterly Journal of Experimental Psychology, 74 (7). pp. 1202-1224. ISSN 1747-0226 doi: https://doi.org/10.1177/1747021821999007

Joseph, Holly and Nation, Kate (2018) Examining incidental word learning during reading in children: the role of context. Journal of Experimental Child Psychology, 166. pp. 190-211. ISSN 0022-0965 doi: https://doi.org/10.1016/j.jecp.2017.08.010

Micai, Martina, Joseph, Holly, Vulchanova, Mila and Saldaña, David (2017) Strategies of readers with autism when responding to inferential questions: an eye movement study. Autism Research, 10 (5). pp. 888-900. ISSN 1939-3806 doi: https://doi.org/10.1002/aur.1731

Perez, Ana, Joseph, Holly S. S. L., Bajo, Teresa and Nation, Kate (2016) Evaluation and revision of inferential comprehension in narrative texts: an eye movement study. Language, Cognition and Neuroscience, 31 (4). pp. 549-566. ISSN 2327-3801 doi: https://doi.org/10.1080/23273798.2015.1115883

Wonnacott, Elizabeth, Joseph, Holly S. S. L., Adelman, James S. and Nation, Kate (2016) Is children's reading “good enough”? Links between online processing and comprehension as children read syntactically ambiguous sentences. Quarterly Journal of Experimental Psychology, 69 (5). pp. 855-879. ISSN 1747-0218 doi: https://doi.org/10.1080/17470218.2015.1011176

Joseph, Holly S. S. L., Bremner, Georgina, Liversedge, Simon P. and Nation, Kate (2015) Working memory, reading ability and the effects of distance and typicality on anaphor resolution in children. Journal of Cognitive Psychology, 27 (5). pp. 622-639. ISSN 2044-592X doi: https://doi.org/10.1080/20445911.2015.1005095

Joseph, Holly S. S. L., Wonnacott, Elizabeth, Forbes, Paul and Nation, Kate (2014) Becoming a written word: eye movements reveal order of acquisition effects following incidental exposure to new words during silent reading. Cognition, 133 (1). pp. 238-248. ISSN 0010-0277 doi: https://doi.org/10.1016/j.cognition.2014.06.015

Joseph, Holly S. S. L. and Liversedge, Simon P. (2013) Children’s and adults’ processing of syntactically ambiguous sentences during reading. PLoS ONE, 8 (1). e54141. ISSN 1932-6203 doi: https://doi.org/10.1371/journal.pone.0054141

Reichle, Erik D., Liversedge, Simon P., Drieghe, Denis, Blythe, Hazel I., Joseph, Holly S. S. L., White, Sarah J. and Rayner, Keith (2013) Using E-Z Reader to examine the concurrent development of eye-movement control and reading skill. Developmental Review, 33 (2). pp. 110-149. ISSN 0273-2297 doi: https://doi.org/10.1016/j.dr.2013.03.001

Joseph, Holly S. S. L., Nation, Kate and Liversedge, Simon P. (2013) Using eye movements to investigate word frequency effects in children’s sentence reading. School Psychology Review, 42 (2). pp. 207-222. ISSN 0279-6015

Blythe, Hazel I, Liversedge, Simon P, Joseph, Holly, White, Sarah J and Rayner, Keith (2009) Visual information capture during fixations in reading for children and adults. Vision Research. ISSN 0042-6989 doi: https://doi.org/10.1016/j.visres.2009.03.015

Joseph, Holly S. S. L., Liversedge, Simon P., Blythe, Hazel I., White, Sarah J. and Rayner, Keith (2009) Word length and landing position effects during reading in children and adults. Vision Research, 49 (16). pp. 2078-2086. ISSN 0042-6989 doi: https://doi.org/10.1016/j.visres.2009.05.015

Joseph, Holly, Liversedge, Simon P, Blythe, Hazel I, White, Sarah J, Gathercole, Susan E and Rayner, Keith (2008) Children’s and Adults’ Processing of Anomaly and Implausibility during Reading: Evidence from Eye Movements. Quarterly Journal of Experimental Psychology. ISSN 1747-0218

Blythe, Hazel I, Liversedge, Simon P, Joseph, Holly SSL, White, Sarah J, Findlay, John M and Rayner, Keith (2006) The binocular coordination of eye movements during reading in children and adults. Vision Research. ISSN 0042-6989 doi: https://doi.org/10.1016/j.visres.2006.06.006

Book or Report Section

Blythe, Hazel I. and Joseph, Holly S. S. L. (2011) Children’s eye movements during reading. In: Liversedge, Simon P., Gilchrist, Iain and Everling, Stefan (eds.) The Oxford Handbook of Eye Movements. Oxford University Press, Oxford, pp. 643-662. ISBN 9780199539789