Professor Morag Stuart
- Qualifications and position:
- PhD
- Professor of the Psychology of Reading
- Faculty:
- Department:
- Summary:
- My research interests lie in reading and spelling development and include: theories of reading development, models of skilled printed word recognition, phonological awareness, developmental dyslexia, rapid automatised naming, and early language development in preschool children.
- Teaching:
- Supervision of PhD, EdD and Educational Psychology Doctoral students
- Research Projects:
- 2009 Masterson, J. & Stuart, M. FRLL reading test standardisation and preparation of norms. IOE postdoctoral fellowship awarded to Jessie Ricketts.
2008 Stuart, M., Snowling, M. & Smith, G. The roles, responsibilities and training of specialist dyslexia teachers.
- Postgraduate Research:
- Angela Webb - Difficulties of written expression in children with motor coordination difficulties with or without attentional difficulties.
Wayne Tennent - Improving the inference making skills of children in Key Stage 2
Diane King - Narrative abilities in different genres in children with autism and typically developing children.
- Professional Activities:
- 2008-present: Member of Advisory Committee, National Strategies 'Every Child a Talker' initiative.
2000-present: Associate Editor, Journal of Research in Reading.
2008-present: Member of Expert Advisory Group, Sir Jim Rose enquiry into provision for children with dyslexia.
Publications
- Tennent, W., Stainthorp, R. & Stuart, M. (2008) 'Assessing reading at Key Stage 2: SATs as measures of children's inferential abilities', British Journal of Educational Research 32, 1-16.
- Powell, D., Stainthorp, R., Stuart, M., Garwood, H. & 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, 46-68.
- Stuart, M., Stainthorp, R. & Snowling, M. (2007) 'Literacy as a complex activity: Deconstructing the simple view of reading', Literacy 42, 2, 59-66.
- Stuart, M. (2006) 'Learning to read: developing processes for recognising, understanding and pronouncing written words', London Review of Education 4, 19-30.
- Savage, R. & Stuart, M. (2006) 'A developmental model of reading acquisition based upon early scaffolding errors and subsequent vowel inferences', Educational Psychology 26, 33-53.
- Stuart, M. (2006) 'Teaching reading: Why start with systematic phonics teaching?', Psychology of Education Review 30, 6-17.
- Dockrell, J., Stuart, M. & King, D. (2006) 'Implementing effective oral language interventions in preschool settings: no simple solutions' In Clegg, J. & Ginsbourg, J., Language and Social Disadvantage: Theory into Practice. Hoboken, NJ: John Wiley and Sons.
- Stuart, M. (2006) 'Learning to read the words on the page: The crucial role of early phonics teaching' In Lewis, M. & Ellis, S. (eds.), Phonics: The Way Ahead. Sage/UKLA.
- Rendall, S. & Stuart, M. (2005) Excluded from School: a Systemic Approach for Mental Health and Educational Professionals. London: Brunner-Routledge.
- Stuart, M. (2005) 'Phonemic analysis and reading development: some current issues', Journal of Research in Reading 28, 39-49.
