• 147 Citations
  • 7 h-Index
20072020

Research output per year

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Personal profile

Vision Statement

Sarah’s motivation for her research in literacy development is to further elucidate the cognitive processes underlying the relationship between language and literacy development in young children. Sarah'spublished research concerns young children’s reading and spelling strategies, implicit and explicit knowledge of spelling, morphological spelling and writing abilities of children with written language difficulties, e.g. Specific Language Impairment/Dyslexia, techniques for assessing writing development and the relationship between prosodic sensitivity and literacy. Sarah utilises a range of innovative methods within her research to try and conceptualise the cognitive mechanisms underlying reading, spelling and writing. For example studies of reading and spelling she examines children’s verbal self-reports of understanding and strategy use alongside more traditional measures of standardised tests and error analyses. Furthermore in studies of morphological spelling specifically and text level writing she uses the handwriting software Eye and Pen to examine online processes of hand-writing, e.g. pause analysis alongside measures of the quality of the written product.

Biography

Sarah completed her BSc in Psychology (with first class honours) at the University of Hertfordshire in July 2003 and then worked as a graduate Research Assistant in the Psychology Department until September 2004. She then completed a PhD in the area of children’s implicit and explicit spelling development in July 2008.

After lecturing at University of Hertfordshire for a year she joined Oxford Brookes University as a Post-Doctoral Fellow in October 2009. This Leverhulme Trust-funded project (Project leaders: Vince Connelly, Julie Dockrell) examined the relationship between oral and written language in children with Specific Language Impairment and also involved the development of objective assessments for children’s writing. Follow-on funding from the ESRC enabled a series of workshops with project partners to explore issues of assessing writing further and culminated in a conference at Oxford Brookes involving teachers and other educational practitioners.

In July 2011 Sarah joined Coventry University as a lecturer in Developmental and Educational Psychology and as Course Director for the Post Graduate Certificate in Reading Development. Currently Sarah is a Senior Lecturer in Psychology and Course Director for MSc Applied Psychology

 

Education/Academic qualification

Doctorate, University of Hertfordshire

1 Oct 20041 Jul 2008

Degree, University of Hertfordshire

1 Oct 20001 Jun 2003

External positions

External Examiner for MA in Specific Learning Difficulties (Dyslexia), University College London

11 Oct 2016 → …

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Research Output

  • 147 Citations
  • 7 h-Index
  • 11 Article
  • 4 Chapter
  • 2 Poster
Open Access
File
  • Developmental Language Disorder: Cognition in Childhood

    Carroll, J. & Critten, S., 20 Dec 2019, The Encyclopedia of Child and Adolescent Development. Wiley, 11 p.

    Research output: Chapter in Book/Report/Conference proceedingChapter

  • Student and teacher perspectives on spelling

    Daffern, T. & Critten, S., 28 Feb 2019, In : Australian Journal of Language and Literacy. 42, 1, p. 40-57 18 p.

    Research output: Contribution to journalArticle

  • The role of Curriculum Based Measures in assessing writing products

    Dockrell, J., Connelly, V., Walter, K. & Critten, S., 1 Jun 2018, Writing development in struggling learners: Understanding the needs of writers across the life course. Miller, B., McCardle, P. & Connelly, V. (eds.). 1 ed. Leiden, The Netherlands: Brill Academic Publishers, p. 182-197 16 p. ( Studies in Writing; vol. 35).

    Research output: Chapter in Book/Report/Conference proceedingChapter

    Open Access
    File
    16 Downloads (Pure)

    Examining the independent contribution of prosodic sensitivity to word reading and spelling in early readers

    Holliman, A. J., Gutiérrez Palma, N., Critten, S., Wood, C., Cunnane, H. & Pillinger, C., Mar 2017, In : Reading and Writing. 30, 3, p. 509-521 23 p.

    Research output: Contribution to journalArticle

    Open Access
    File
  • 7 Citations (Scopus)
    45 Downloads (Pure)

    Activities

    • 13 Participation in conference
    • 2 Participation in workshop, seminar, course

    Children challenged by writing. Symposium conducted at the BPS: Cognitive/Developmental Section conference

    Sarah Critten (Speaker)
    4 Sep 20136 Sep 2013

    Activity: Participating in or organising an eventParticipation in conference

    BPS: Cognitive/Developmental Section conference

    Sarah Critten (Speaker)
    4 Sep 20136 Sep 2013

    Activity: Participating in or organising an eventParticipation in conference

    EARLI SIG: Writing conference

    Sarah Critten (Speaker)
    11 Jul 201213 Jul 2012

    Activity: Participating in or organising an eventParticipation in conference

    EARLI SIG: Writing conference

    Sarah Critten (Speaker)
    11 Jul 201213 Jul 2012

    Activity: Participating in or organising an eventParticipation in conference

    EARLI conference

    Sarah Critten (Participant)
    30 Aug 20113 Sep 2011

    Activity: Participating in or organising an eventParticipation in workshop, seminar, course