Helen Breadmore

Dr

Accepting PhD Students

  • 22 Citations
  • 3 h-Index
20062019
If you made any changes in Pure these will be visible here soon.

Personal profile

Biography

In 2008 Helen was awarded a PhD by the University of Birmingham for work on profoundly deaf children’s use of inflectional morphology in reading and spelling, under the supervision of Dr Andrew Olson and Dr Andrea Krott. Helen then worked at the University of Birmingham as a Research Associate for Dr Andrea Krott on a project examining EEG responses to morphological processing. In 2010 Helen was awarded an ESRC Postdoctoral Research Fellowship during which she examined awareness of number marking during reading and trained in eye-tracking with Professor Antje Meyer. Helen moved to the University of Warwick in 2012 to work with Dr Julia Carroll as named Research Fellow and co-investigator on projects examining reading and spelling development amongst children with dyslexia, a history of repeated ear infection and profoundly deaf children.

Helen joined Coventry University in 2014 as a Research Fellow in Child Development and Education. Her research continues to examine the relationship between spoken and written language, and the skills that underpin literacy processes. Helen has received funding from the Economic and Social Research Council, Nuffield Foundation, and Education Endowment Foundation. Helen is an Associate Editor of the Journal of Research in Reading, and Vice Chair of the Faculty of HLS Ethics and Governance Committee.

Area of Expertise:

 

Reading and spelling development

Morphology and grammar

Phonological awareness

Working memory

Hearing impairment/deafness

Dyslexia

Research Interests

My research is in the field of language and literacy development. Reading and writing involve the use of a wide range of underlying skills, such as knowledge about speech sounds, word structure, vocabulary and working memory. My research considers the impact of strengths and weaknesses in these underlying skills on learning to read and write. I explore the relationship between knowledge of spoken and written language, often by considering the effects of difficulties such as dyslexia, hearing, speech and language impairments. I am also interested in the processes that children use during reading and spelling. For example, I study the time course of processes during reading by examining eye-movements - considering how much time is spent reading different words, and when re-reading occurs for different types of text. I study the timing of processes during writing through spatio-temporal dynamics of handwriting.

Vision Statement

Children with poor reading skills are unable to access the school curriculum, which limits educational attainment more broadly. By adulthood, poor literacy limits economic and social opportunities. The ability to process speech sounds (phonology) is an important foundation for learning to read and those who have difficulty processing speech sounds are more likely to find reading challenging and therefore are likely to have difficulty both with spoken and written communication. In my research I investigate how spoken language difficulties can be overcome and the extent to which unimpaired skills can compensate and support literacy development.

Education/Academic qualification

Postgraduate Certificate, University of Warwick

Doctorate, University of Birmingham

MSc, University of Birmingham

Degree, University of Warwick

Fingerprint Fingerprint is based on mining the text of the person's scientific documents to create an index of weighted terms, which defines the key subjects of each individual researcher.

  • 8 Similar Profiles
Reading Medicine & Life Sciences
Dyslexia Medicine & Life Sciences
Otitis Media Medicine & Life Sciences
Hearing Medicine & Life Sciences
dyslexia Social Sciences
Eye Movements Medicine & Life Sciences
literacy Social Sciences
Short-Term Memory Medicine & Life Sciences

Network Recent external collaboration on country level. Dive into details by clicking on the dots.

Research Output 2006 2019

  • 22 Citations
  • 3 h-Index
  • 10 Article
  • 5 Poster
  • 1 Other report
1 Citation (Scopus)

Morphological processing before and during children's spelling

Breadmore, H. & Deacon, S. H., 18 Jan 2019, In : Scientific Studies of Reading. 23, 2, p. 178-191 14 p.

Research output: Contribution to journalArticle

Handwriting
handwriting
learning theory
Learning
evidence
2 Citations (Scopus)

Early identification of dyslexia: Understanding the issues

Colenbrander, D., Ricketts, J. & Breadmore, H., 24 Oct 2018, Language, Speech, and Hearing Services in Schools, 49, p. 817-828.

Research output: Contribution to specialist publicationArticle

Open Access
File
Dyslexia
Language
Reading
Research
Pathologists
1 Citation (Scopus)
Open Access
File
Otitis Media
Reading
Licensure
Articulation Disorders
Hearing Loss
Open Access
File
Eye Movements
Reading
Dyslexia
Manuscripts
Psychology

Activities 2006 2018

  • 15 Participation in conference
  • 5 Invited talk
  • 4 Participation in workshop, seminar, course
  • 4 Oral presentation

Morphological processing before and during spelling and copying

Helen Breadmore (Speaker)
13 Apr 2018

Activity: Talk or presentationOral presentation

Development of morphological processing in spelling.

Helen Breadmore (Speaker), Helene Deacon (Speaker)
15 Jul 2017

Activity: Talk or presentationOral presentation

Development of morphological processing in spelling.

Helen Breadmore (Speaker), Helene Deacon (Speaker)
23 Jun 2017

Activity: Talk or presentationOral presentation