reading | Helen Arkell

Exploring Reading Experiences in Neurodivergent Adults

An Invitation to Participate in Research

The Neuroscience of Communication Development Lab (N-CoDe Lab) at Royal Holloway, University of London, is excited to announce a new research project focusing on the reading experiences of neurodivergent adults. This research focuses on understanding how the experience of reading grows and changes throughout life, particularly in individuals with a diagnosis of autism, Developmental Language Disorder, and/or dyslexia.

Who are they looking for?

Adults aged 21-30
With a formal diagnosis of autism, DLD, and/or dyslexia
A history of challenges with reading during childhood
Raised speaking English in the UK

Please note they are not including individuals without a diagnosis or reading difficulties.

This criteria has been carefully selected to ensure they can accurately explore the nuanced ways in which specific neurodivergent profiles impact the relationship with reading, motivation, and support systems over time.

What Should I Expect?

If you wish you participate, you will begin by completing a short questionnaire, which should take approximately 30 minutes. This can be done online, via email, or over the phone. Should you meet the eligibility criteria, you will then be invited to participate in a one-hour online interview. The interview will delve deeper into your reading experiences, focusing on your personal journey and any changes in motivation and support over the years.

How Can I Participate?

If you are interested you can access an information pack, which includes a video information sheet and an easy-to-read version, and complete the initial questionnaire by visiting this link. This is an opportunity to share your unique experiences and contribute to a better understanding of how neurodivergence influences reading and motivation.

For more information or if you have any questions, please do not hesitate to contact Hannah Jones at hannah.jones.2020@rhul.ac.uk or the N-CoDe Lab at ncodelab@rhul.ac.uk.

By Marcy Rice|2024-08-08T12:20:33+01:00August 8th, 2024|Latest news, Research news|0 Comments

Dyslexia Research Participants Needed!

If you are over 18 and have a Dyslexia diagnosis, you could help!

The University of Surrey has reached out to us with 2 exciting research opportunities that you may be able to participate in. If you are interested and wish to participate please get in touch with the research organisers using the contact details in the images below.

Thank you for your help!

By Marcy Rice|2024-07-29T10:07:51+01:00July 29th, 2024|Latest news, Research news|0 Comments

New! Personalised learning 1-2-1 tuition in the summer holidays

We have summer dates for our personalised learning one-to-one tuition sessions!

Book as many or as few as you like and give your child a boost in study skills, literacy, writing, spelling and memory and learning techniques. Maths sessions are also available.

Find out more.

By Marcy Rice|2024-07-23T16:31:05+01:00May 28th, 2024|Course news, Homepage featured|0 Comments

Understanding problems with working memory

Children (and adults) with dyslexia can have trouble with their working memory. These are the short-term memories that we use when we are doing a task such as following instructions or adding two or three numbers together. This can affect performing a series of tasks such as getting dressed, making a sandwich and maths ability. It also affects reading; having figured out each sound in a word, remembering what those sounds to make the whole word can be tricky.

Here are some ways to help with working memory:

Explain what the end result of the task will be and why so that the child understands the outcome, eg you need to have warm clothes on to be ready for school.
Only give one or two instructions at a time, eg please put your socks on, then put your shoes on. In maths, this may mean giving only one part of a sum at a time.
Present the instructions in the order they are to be followed (so not ‘put your shoes and socks on’).
If necessary, repeat instructions and ask your child to tell you what they have understood.
If you can, and especially for a new task, show the child what you mean as well as say it.
Give them time to process and respond to these instructions, then carry them out, before offering further instructions, eg now get your coat from the hook and put it on.

Understanding that your child may have problems with their working memory and adjusting how you instruct them but also your expectations, will hopefully make life slightly less fraught – especially in the mornings!

By Marcy Rice|2024-07-23T16:36:29+01:00February 26th, 2024|Team blog|0 Comments

Research into Augmented Reality for teaching reading

Martyn is a lecturer and Ph.D. student at the University of Greenwich, working within the School of Computing and Mathematical Sciences with a focus on Video Games Development. He is currently researching reading and phonics and have developed an augmented reality application designed for phonics instruction. He is reaching out to schools in the hope of gaining expert opinions from teachers and additional learner support professionals regarding the application and its potential applications in teaching phonics.

Are you an education professional who can help with this study? Do you have experience using classroom-based tools and techniques for phonics instruction?

What does the research involve?

If you decide to participate in this research, you will be provided with a link to install an app. You will also be provided an associated booklet. You will use the app and consider how the app might function as phonics teaching tool. You can use the app as much, or as little as you like. There is no charge for the app or booklet, and you can keep booklet and app after the study. The app does not store or collect any personal data.
As a participant, you will be invited to join a series of interviews and/or focus groups. Attendance at all sessions is not mandatory; you can participate in the discussions either online or in person. The in-person focus groups will be held at the University of Greenwich, and each session will last no longer than one hour.
At this stage, no children are involved.

You can access the Participant Information Sheet here

You can find out more about the app and the study here

You can contact Martyn and join the study by emailing him at m.p.broadhead@greenwich.ac.uk

By Marcy Rice|2024-07-23T16:36:55+01:00February 2nd, 2024|Research news|0 Comments

Research request: dyslexia and reading enjoyment

Hannah and her team Royal Holloway University are studying reading enjoyment in adults with dyslexia to see whether a person will wait to read more of a book and other reading behaviours (eg comprehension, reading anxiety) in those with and without dyslexia.

Could you take part? The online task takes around 30 minutes.

Hannah is looking for:

Those with dyslexia
Between ages 18-30
Without any other neurodevelopmental condition that could affect learning, including autism, ADHD, epilepsy, or genetic disorders.
Those who are native English speakers (defined as attending school in a majority English-speaking country from age 5).
With normal or corrected to normal vision and hearing
Please use a computer, laptop or tablet to complete the study rather than a mobile device.

Scan the QR code on the poster to go to the study, or click here.

By Marcy Rice|2024-07-23T16:44:34+01:00July 5th, 2023|Research news|0 Comments

Are you 11 to 13? Get a picture of your brain!

Could your 11-13-year-old help with research into engaging children in reading?

We are researchers in the N-Code Lab at Royal Holloway University, London. We are running two studies to understand why humans enjoy learning new words while reading, and whether this ‘buzz’ can be harnessed to boost learning in children with dyslexia. Our work is funded by the Academy of Medical Sciences.

In the first study, we are looking for 11-13 year olds with dyslexia (as well as neurotypical children) to complete an MRI study. We offer a £40 voucher and a picture of their brain! This requires coming to our MRI scanner at Royal Holloway, University of London, in Egham, Surrey (our postcode is TW20 0EX). We can arrange parking on campus/cover reasonable travel costs. We are recruiting 25 children with dyslexia.

Our second study is an online study. This can be done remotely via Teams and takes about 2 hours. Children complete a set of games and reading tasks. We are looking for around 25 children with dyslexia aged 11-13. We offer a £20 voucher as a token of our thanks.

We offer appointments on weekends, evenings and school holidays. To sign up, parents can email us at ncodelab@rhul.ac.uk or visit http://ncodelab.com/springboard/

By Marcy Rice|2024-07-23T16:48:35+01:00March 17th, 2023|Research news|0 Comments

Research study – Understanding Reading and Anxiety

Can you help with research into the links between people’s reading skills and anxiety?

The University of Surrey is conducting research into this and, whether you have reading difficulties or not, would like you to take part. It’s for those aged 18 and over who speak fluent English.

The survey takes 20 to 30 minutes and is found here.

By Marcy Rice|2024-07-23T16:49:02+01:00February 16th, 2023|Research news|0 Comments

New book in – The Art and Science of Teaching Primary Reading

We have a new book in our specialist shop, recommended by Claire Harvey, our Head of Education.

Teaching children to read is one of the most important tasks in primary education and classroom practice needs to be underpinned by a secure foundation of knowledge. Teachers need to know what reading entails, how children learn to read and how it can be taught effectively.

The Art and Science of Teaching Primary Reading is an essential guide for primary teachers that explores the key technical and practical aspects of how children read with strong links to theory and how to translate this into the classroom.

You can order here or pop into the Farnham Centre.

By Marcy Rice|2024-07-23T16:56:32+01:00November 1st, 2022|Shop news|0 Comments

VIDEO – Supporting reading during the pandemic

During Dyslexia Awareness Week, Dr Anna Tsakalaki of University of Reading presented the findings of her research into supporting reading with children during the pandemic and how we can learn from these findings. If you missed the webinar, you can watch the video here. Go to University of Reading’s https://littleliteracylessons.org/ to watch and try out literacy activities.

By Marcy Rice|2024-07-23T16:52:28+01:00October 12th, 2022|Research news, Team blog|0 Comments

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