Professor Vince Connelly

Programme Lead (Psychology)

Vince is a Professor in Psychology and Programme Lead for Psychology. He teaches primarily in the areas of developmental and cognitive psychology.

See profile and DOWNLOAD PUBLICATIONS at Academi.edu here  #mce_temp_url#

 

1) Research Interests

 

Writing & Reading Research

Vince's general research interests revolve around the development of writing, spelling and reading. He is currently investigating why some children struggle to write. He is known internationally for this work and has given keynote lectures and invited talks across Europe on this topic. He was recently appointed to be the European Co-ordinator of the Special Interest Group on Writing (http://www.sig-writing.org) as part of the European Association for Research in Learning and Instruction.  A number his projects have involved using digital tablets to record writing so that real time writing processes can be examined in detail. These innovative studies have shown that our current understanding of how writing develops is limited and we do not yet have a clear idea of how writing development goes wrong for some children. However, online examination of the writing process can shed light on the barriers to success for children with dyslexia, SLI and other difficulties.

Vince has also carried out work related to understanding how reading instruction influences the reading process. Comparisons between phonics taught children in Scotland and children taught to read without phonics in New Zealand have helped deepen the understanding of how instruction shapes reading. One of the published studies from these projects showed that traces of instruction could be found in the reading approaches of adults twenty or so years later.

Vince has also developed partnerships with schools and teachers concerned with the development of literacy skills. A series of workshops and conferences run at Brookes and in conjunction with Julie Dockrell and the Institute of Education was a great success and involved many different schools and colleges. Details can be found on the EWSC web pages below.

See http://psych.brookes.ac.uk/ewsc/home.asp

 

Military organisational psychology research

More recently Vince has also been working with the University of Edinburgh and the British Army on a project investigating the integration of full and part time members of the Army under proposed future changes. This work was cited in the recent Government White Paper on changes to the British Army Reserve Forces. A recent ESRC grant awarded with colleagues at Edinburgh and Aberdeen under the "Future of the Armed Forces" scheme will help take this research further forward.

 

Army Personnel Strategy Workshop 2015 "Taking a more professional approach" Oxford Brookes

A high level workshop was recently hosted at Oxford Brookes for senior members of the British Army, other members of the Armed Forces and interested Government Departments. The workshop was jointly organized by Professor Vince Connelly of the Department of Psychology, Social Work & Public Health alongside the Director of Personnel Capability for the British Army, and who is responsible for drafting the new British Army Personnel Strategy for their 100,000+ employees.

The focus of the workshop was to allow members of the armed forces and social scientists to explore and debate how the Army’s personnel policies for the future could reflect the more “professional approach” demanded of the military within today’s modern society.Thus, issues around diversity and how Armed Forces personnel can best represent the society they draw upon, how personnel policies can encourage better representation from women and minorities and how part time and full time workers could work together more efficiently were all to the fore. The workshop findings will inform the work being developed by the Directorate of Personnel Capability for the Army over the next few years with a number of specific actionable recommendations to be carried forward into the future personnel strategy for the Army post 2020.

Related Publications

Connelly, V. (2015). Changing Step: The transition from the Regular Army to civilian life and work. In Manfredi S. & Vickers, L. (Eds.) “Challenges of Active Ageing for Equality Law and the Workplace” Palgrave MacMillan, London, UK.

Connelly, V. (2014). How to build an integrated army. The British Army Journal 2014, 70-73. http://army.newsdeskmedia.com/british-army-2014/how-to-create-an-integrated-army

Connelly, V. & Burgess, M. (2013). Suicide among Falkland war veterans - Understanding why misleading "sound bites" about veterans are more believable than "sound statistics". (Rapid Response) British Medical Journal. http://www.bmj.com/content/346/bmj.f3204/rr/677045

Connelly, V. (2013). Cultural differences between the regular army and the TA as barriers to integration. Unpublished paper for Army 2020 Team. London, MoD.

Related Presentations

Connelly, V. (2016). A History of the UK Reserve Forces. Invited presentation to the ESRC Future Reserves Research Programme Integration Day, London, UK.

Connelly, V. (2016). Reserves today and tomorrow: An international perspective. Chair and Organiser for 4 paper symposium at Inter-­‐University Society for Armed Forces and Society Canada Meeting, Ottawa, USA.

Connelly, V. (2015). The Reserve Experience. Chair and Presenter for 5 paper symposium at Inter-University Society for Armed Forces and Society Bi-Annual Meeting. Chicago, USA.

Connelly, V. (2015). The UK Reserve Forces. A historical and conceptual introduction. Invited talk to the MoD Health Statistics Reserves Project Team. Abbey Wood, Bristol.

Connelly, V. (2015). Understanding support for Reserve military personnel and their families. Invited talk to the Army Families Federation Research Conference. Andover.

Connelly, V. (2015). Challenges arising from the human dimension. Invited talk to seminar on "Alternative approaches to the delivery of defence & security" as part of the ESRC seminar series "Reconnecting the academic community to British defence and security policy: the 2015 Strategic Defence and Security Review (ES/L001616/1)". London.

Connelly, V. (2015). Perceptions of Reservists within the Whole Force. Invited talk to the ESRC/MoD Programme Board for "Future of the Reserve Forces" Programme. London.

Connelly, V. (2014). British Military Culture in Austere Times: Implications for Whole Force (Regular & Reserve) Integration. Invited talk to Assistant Secretary of Defence for Reserve Affairs, Department of Defence, Pentagon, Washington DC.

Connelly, V. (2013). British Army professional military culture: Problems with integrating the reservist (TA) units into the Whole Force Concept? Paper presented at the Inter-University Seminar on Armed Forces and Society International Conference, Chicago, USA.

Connelly, V. (2013). Taking forward the research on professional value differences between the Regular Army and the Reserves. Paper presented at Royal Signals Institution Workshop on Regular and Reserve Integration. London, UK.

Vince is currently an Honorary Fellow in the School of Molecular, Genetic and Population Health Sciences at the University of Edinburgh as well as being a Fellow of the Inter-University Seminar on Armed Forces and Society. He is also on the advisory board for the King’s Centre for Military Health Research (KCMHR).

2) Publications

Reading & Writing Related Peer Reviewed Journal Articles

Limpo, T., Alves, R, & Connelly, V. (2017). Examining the Transcription-Writing Link: Effects of Handwriting Fluency and Spelling Accuracy on Writing Performance via Planning and Translating in Middle Grades. Learning and Individual Differences, 53, 26-36.

Birchenough, J.M.H., Davies, R., & Connelly, V. (2016). Rated age-of-acquisition norms for over 3,200 German words. Behavior Research Methods. E-pub ahead of print DOI:10.3758/s13428-016-0718-0

Sakr, M., Connelly, V & Wild, M. (2016). Imitative or Iconoclastic? How young children use ready-made images in digital art. The International Journal of Art & Design Education. E-pub ahead of print DOI: 10.1111/jade.12104

Sakr, M., Connelly, V & Wild, M. (2016).  ‘Evil cats’ and ‘jelly floods’: young children’s collective constructions of digital art-making in the early years classroom. Journal of Research in Childhood Education, 30(1), 128-141.

Alstad, Z.., Sanders, E., Abbott, R., Barnett, A., Hendersen, S., Connelly, V., & Berninger, V. (2015). Modes of alphabet letter production during middle childhood and adolescence: Interrelationships with each other and other writing skills. Journal of Writing Research. 6(3), 199 -231.

Sakr, M., Connelly, V., & Wild, M. (2015). Narrative in young children's digital art-making. Journal of Early Childhood Literacy, E-pub ahead of print DOI:1468798415577873.

Sumner, E., Connelly, V. & Barnett, A. (2016). The Influence of Spelling Ability on Vocabulary Choices when Writing for Children with Dyslexia. Journal of Learning Disabilities. 49(3), 293-304.

Dockrell, J.E., Connelly, V., Walter, K. & Critten, S. (2015). Assessing children's writing products: The role of curriculum based measures. British Educational Research Journal. 41(4), 575-595.

Critten, S., Connelly, V. Dockrell, J.E., & Walter, K. (2014). Inflectional and derivational morphological spelling abilities of children with specific language impairment. Frontiers in Psychology: Cognitive Science. 5:948. doi: 10.3389/fpsyg.2014.00948 http://journal.frontiersin.org/Journal/10.3389/fpsyg.2014.00948/abstract

Sumner, E., Connelly, V. & Barnett, A. (2014). The Influence of Spelling Ability on Handwriting Production: Children with and without Dyslexia. Journal of Experimental Psychology: Learning Memory and Cognition. 40(5), 1441-1447.

Barnes, J., Connelly, V., Boubert, L., & Maravic, K. (2013). Behavioural coping patterns in Parkinson's patients with visual hallucinations. Journal of neuropsychology, 7(2), 326-334.
Dockrell, J.E. & Connelly, V. (2013). The role of oral language in underpinning the text generation difficulties in children with specific language impairment. Journal of Reading Research. doi: 10.1111/j.1467-9817.2012.01550.x

Sumner, E., Connelly, V., & Barnett, A. (2013). Children with dyslexia are slow writers because they pause more often and not because they are slow at handwriting execution. Reading & Writing: An Interdisciplinary Journal. 26 (6) 991-1008.

Connelly, V., Dockrell, J.E.. Walter, K., & Critten, S. (2012). Predicting the Quality of Composition and Written Language Bursts from Oral Language, Spelling and Handwriting Skills in Children with and without Specific Language Impairment. Written Communication. . 29,278-302.

Barnes, J., Connelly, V., Wiggs, L., Boubert, L., Maravic, K. (2010) Sleep patterns in Parkinson's Disease Patients with Visual Hallucinations. International Journal of Neuroscience. 120(8),564-569.

Dockrell, J.E., Lindsay, G & Connelly, V. (2009). The Impact of Specific Language Impairment on Adolescents  Written Text. Exceptional Children. 75, 427-426.

Thompson, G.B, Connelly, V, Fletcher-Flinn, C. & Hodson, SJ. (2009) The nature of skilled adult reading varies with type of instruction in childhood. Memory and Cognition 37, 223-234.

Thompson, G.B., McKay, M., Fletcher-Flinn, C., Connelly, V, Kaa, R.T., & Ewing, J. (2008). Do children who acquire word reading without explicit phonics employ compensatory learning? Issues of phonological recoding, lexical orthography, and fluency. Reading and Writing 21: 505 - 537.

Connelly, V., Gee, D., & Walsh, E. (2007). A comparison of keyboarded and handwritten compositions and the relationship with transcription speed. British Journal of Educational Psychology. 77, 479-492. British Journal of Educational Psychology

Dockrell, J., Lindsay, G, Connelly, V & Mackie, C. (2007). Constraints in the development of writing skills in children with specific language impairments. Exceptional Children, 73 (2), 147-164. Exceptional Children

Connelly V, Campbell, S, MacLean, M. & Barnes, J. (2006). Contribution of Lower-Order Letter and Word Fluency Skills to Written Composition of College Students with and without Dyslexia. Developmental Neuropsychology, 29(1), 175-196.

Connelly V, Dockrell J., Barnett, J. (2006). A pilot intervention to improve the structural quality of exam essay writing in UK undergraduate psychology students. Psychology Teaching Review, 12(1), 43-57.

Connelly, V. Dockrell, J., Barnett, J. (2005). The slow handwriting of undergraduate students constrains overall performance in exam essays. Educational Psychology, 25, 99-107.

Dockrell, J., Lindsay, G, Connelly, V & Mackie, C. (2004). Constraints in the development of writing skills in children with specific speech and language difficulties. Proceedings of the IXth International Meeting of the EARLI SIG on Writing.

Fletcher-Flinn, C, Thompson, G.B., Connelly, V. & Hodson, S. (2004). Why instructional methods can no longer be ignored in theories of the reading process. Australian Journal of Psychology, Supplement to Vol 56, p.115.

Connelly, V. (2002). Handwriting Fluency as children move into Secondary School. TES Primary. February 2002, issue 21, p. 8., 2002

Connelly, V. (2002) Graphophonemic awareness in adults after instruction in phonic generalisations. Learning and Instruction, 12, 627-649., 2002

Connelly, V. & Barlow-Brown, F. (2002) The role of letter knowledge and phonological awareness in young Braille readers. Journal of Research in Reading, 25, 259-270., 2002

Connelly, V. (2002). Writing may be hard but research can make it easier. Psychology of Education Review, 26, 12 -18., 2002

Stanton, N.A., Connelly, V., Van Vugt, M., Prichard, J., Brennen, S. & Ives, C. (2002). Assessing the effects of location, media and task type on team performance. Journal of Defence Science, 7(1), 29-40., 2002

Connelly, V., Johnston, R.S. and Thompson, G.B., (2001). Instructional method and reading comprehension in beginning readers. Reading and Writing.14, 423-457 , 2001

Connelly, V. & Hurst, G. (2001). The influence of handwriting fluency on writing quality in later primary and early secondary education. Handwriting Today, 2, 5-57., 2001

Edited Books

McCardle, P, Miller, B & Connelly, V (In Prep for 2016). Writing development for individuals with learning difficulties or specific learning disorders. EARLI book series, Brill Publishing.

Wood, C & Connelly, V. (2009). Contemporary Perspectives on Reading and Spelling. Routledge Imprint.

Connelly, V., Barnett, A., & Dockrell, J.E. (2009). The teaching of writing: Lessons from research. Monograph of the British Journal of Educational Psychology. BPS Journals.

Book Chapters

Dockrell, J.E. & Connelly, V. (In Press). The relationships between oral and written sentence generation in English speaking children: the role of language and literacy skills. In J. Perera, M. Aparici, E. Rosado, N. Salas (Eds). Written and Spoken Language Development across the Lifespan. London. Springer International Publishing.

Connelly, V. (2015). Foreword. In M. Deane, T Guasch (Eds.) Learning and teaching Writing Online: strategies for success. (pp. VII-VIII), Leiden, Netherlands: Brill.

Connelly, V. & Dockrell, J.E. (2015). “Struggling with writing”:The challenges for children with dyslexia and language learning difficulty when learning to write. In P. McCardle, C. Connor (Eds.) Reading Intervention: Research to Practice to Research. (pp. 197-208) New York. Brookes Publishing Inc.

Sakr, M., Connelly, V & Wild, M (2015) The semiotic work of teachers’ writing in displays of young children’s drawings. In E. Breur & A. Archer, (eds). Multi-modality in Writing: The state of the art in theory, methodology and pedagogy. (pp. 278-298) Leiden, Netherlands: Brill.

Connelly, V & Dockrell, J.E. (2015). Writing development and instruction for students with learning disabilities: Using diagnostic categories to study writing difficulties. In C MacArthur, S. Graham, J. Fitzgerald (Eds) Handbook of Writing Research, 2nd Edition. (pp. 349-363). New York: Guildford Publications.

Connelly, V. (2014). Integrating writing and oral language disorders: Perspectives of a Writing Researcher. In B. Arfe, J. E. Dockrell, & V. W. Berninger (Eds.), Writing development and instruction in children with hearing, speech, and oral language difficulties. Oxford: Oxford University Press.

Sumner, E., Connelly, V., & Barnett, A. (2014). Dyslexia and expressive writing in English. In B. Arfe, J. E. Dockrell, & V. W. Berninger (Eds.), Writing development and instruction in children with hearing, speech, and oral language difficulties. Oxford: Oxford University Press.

Dockrell, J.E., Connelly, V., Lindsay, G., & Mackie, C. (2012). The impact of oral language skills on children’s production of written
text. In M. Torrance, D. Alamargot, M. Castello, R. Llull, F. Ganier, O. Kruse, A. Mangen, L. Tolchinsky. & L. Van Waes, (Eds.). Learning to write effectively. Current trends in European research. (pp. 38-41) Bingley, UK: Emerald Group Publishing Limited.

Connelly, V, Dockrell, J.E., Barnett, A. (2011). Children Challenged by Writing Due to Language and Motor Difficulties. In V. Berninger (Ed.), Cognitive Psychology of Writing Handbook: Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology (pp. 217-245). New York: Psychology Press.

Connelly, V., Johnston, R.S. and Thompson, G.B., (1999). The effects of instruction on reading acquisition processes In Thompson, G.B., Tunmer, W. and Nicholson, T. (Eds) Learning to read: Beyond phonics and Whole Language. London: Teachers College Press/ IRA. p.103-125., 1999

Stanton, N.A., Connelly, V., Van Vugt, M. & Prichard, J. (1999). Assessing the effects of location, media and task type on team performance. In D. Harris (Ed) Engineering Psychology and Cognitive Ergonomics. Ashgate: Aldershot. p.81-106. , 1999

Research Reports

Connelly, V. & Dockrell, J.E. (2013). Developing Evidence-Based Practice through use of a Developmental Model of Writing. ESRC End of Award Knowledge Exchange Grant Report, RES-189-25-0316. Swindon: ESRC.

Connelly, V. & Dockrell, J.E. (2103). Developing evidence-based practice through use of a developmental model of writing.: ESRC Impact Report, RES-189-25-0316. Swindon: ESRC

Tolchinsky, L., Sala, N., Alves, R., Birgisdottir, F., Connelly, V., Fayol, M., & Joshi, M. (2012). Learning to spell in different languages and orthographies. Report of the Working Group 1 “Early acquisition of writing skills”. COST Action IS0703 “European Research Network on Learning to Write Effectively”, Poitiers, France.

Connelly, V. & Dockrell, J.E. (2011). Profiling writing in children with specific language difficulties End of Award Report. London: Leverhulme Trust

Stanton, N.A, Connelly, V., Van Vugt, M. & Prichard, J. (1998). The effect of location on team performance. DERA Final Report on contract no. CHS7059. University of Southampton, UK.

Connelly, V. & Barlow-Brown, F. (1998). What is the role of letter knowledge in learning to read? Evidence from the blind child. ESRC Final Report no: R000221988. Swindon: ESRC.

Manuals

Dockrell, J.E., Connelly, V., Walter, K., & Critten, S. (2012). CBM-W (UK) Curriculum Based Measures of writing assessment and progress monitoring tool. Administration and Scoring Manual. EWSC Group, Oxford Brookes University & Institute of Education, UK.

 

3) Dissemination

 

Recent Professional Articles

Connelly, V, Sumner E, & Barnett, A. (2015). Dyslexia and writing: Poor spelling can interfere with good quality composition. Brookes eJournal of Learning and Teaching. 6(2).

Connelly, V, Sumner E, & Barnett, A (2013). Dyslexia and composing writing: Poor spelling constrains the quality of composition. Dyslexia Review Magazine.

Sumner, E, Connelly, V & Barnett, A. (2013). Dyslexia spells trouble for writing. SEN magazine.

 

Selected Conference papers

Tindall, S, Morrison, Z, Connelly, V, Loretto, W, and Cunningham-Burley, S (2017) Negotiating civilian and military lives: family, work and reservist duty. BSA Conference, 4-6 April 2017, Manchester.

Morrison, Z, Loretto, W, Tindall, S, Connelly, V, and Cunningham-Burley, S. (2016) Changing the mindset? Understanding and addressing the challenges involved in reconfiguring the UK Armed Forces. BSA Work, Employment and Society Conference, 6-8 September 2016, Leeds

Morrison, Z, Loretto, W., Connelly, V. (2016). Stepping in and out of the military profession: Reserve military service as negotiated practice. RC01/ISA Conference “Transformations of the Military Profession” Rio de Janeiro, Brazil

Connelly, V, (2014). Children with Dyslexia stumbling over words. Invited presentation to The Dyslexia Foundation 14th Symposium on Reading Intervention: Research to Practice. Azores, Portugal.

Connelly, V. (2014). Challenged by Writing: Stumbling over words. Invited public lecture. Oxford Brookes University.

https://lecturecapture.brookes.ac.uk/Mediasite/Play/bd7412f332a3473f93c17a0eb7df7ccb1d

Connelly, V. (2014). Struggling with Writing; The impact of dyslexia and other language based disorders on writing and composing text. Chair for 4 paper symposium to British Dyslexia Association 9th International Conference, Guildford, UK.

Connelly, V., Dockrell, JE, Walter, KW, Critten S. (2014). Linking product with process. Using digital pen tracking and keystroke logging to understand writing. Chair for 6 author symposium to Writing Research across Border 3rd Conference, Paris, France.

Connelly, V (2013). Influences on the writing processes of children who struggle with writing. Chair for invited 5 author symposium to BPS Developmental & Cognitive Psychology Conference, University of Reading, UK.

Connelly, V (2013).  Weight of language specific factors in writing development. Discussant for Invited symposium, EARLI 15th Biennial Conference, Munich, Germany.

Connelly V. (2013). The writing skills of children with dyslexia. Keynote address to Dyslexia Action Annual Conference, Guildford, UK.

Connelly, V. (2012). Children challenged by writing. Invited talk to Understanding Children's Literacy Conference, Coventry University, UK.

Connelly, V. (2012). The writing difficulties of children with specific language impairment and dyslexia. Invited talk at COST Action IS0703 ERN-LWE Final Conference. University of Poitiers, France.

Connelly, V., Dockrell, J.E., Critten, S., Walter, K.W (2012). The writing difficulties of children with specific language impairment. EARLI Special Interest Group: Writing, Porto.

Arfé,B. Dockrell, J.E, Connelly, V. Walter K. & De Bernardi, B. (2012). The relationship between sentence generation, writing and language in Italian and English developing writers. EARLI Special Interest Group: Writing, Porto.

Dockrell, J., Connelly, V., Walter, K. & Critten, S. (2012) Using curriculum-based measurement to assess writing development. EARLI Special Interest Group: Writing, Porto.

Sumner, E., Connelly, V., & Barnett, A. (2012). Children with dyslexia are slow writers because they pause more often and not because they are slow at handwriting. Presented as part of a symposium entitled ‘Writing difficulties in children with specific language and motor disorders’. EARLI Special Interest Group: Writing, Porto.

Sumner, E., Connelly, V., & Barnett, A. (2012). Children with dyslexia are slow writers because they pause more often and not because they are slow at handwriting. Handwriting in the UK. Queen Margaret University, Edinburgh.

Connelly, V., Dockrell, J.E., Critten, S., Walter, K.W (2012). The writing difficulties of children with specific language impairment. Handwriting in the UK. Queen Margaret University, Edinburgh.

Sumner, E., Connelly, V., & Barnett, A. (2011). Writing performance in children with dyslexia. Paper presented as part of a symposium entitled ‘Challenged by writing: The writing skills of individuals with dyslexia and associated difficulties. British Dyslexia Association conference, Harrogate.

Connelly, V., Dockrell, J.E., Critten, S., Walter, K. (2011).The writing difficulties of children with specific language impairment. Paper presented as part of a symposium entitled ‘Challenged by writing: The writing skills of individuals with dyslexia and associated difficulties.  British Dyslexia Association Conference. Harrogate, UK.

Dockrell, J.E., Connelly, V, Critten, S., Walter, K. (2011). The relationship between spelling and writing development in children with language difficulties. Society for Research in Child Language & Development. Madison USA.

Sumner, E., Connelly, V., & Barnett, A. (2011). Writing performance in students with dyslexia: beyond single word spelling difficulties. European Association for Research on Learning and Instruction (EARLI). Exeter., UK.

Connelly, V., Critten, S., Dockrell, J. E., Walter, K. (2011, August) Writing Development in children with language difficulties and the influence of spelling skill. European Association for Research on Learning and Instruction (EARLI). Exeter, UK.

Sumner, E., Connelly., V., & Barnett, A. (2010). A review of handwriting performance in students with dyslexia. Handwriting in the UK conference. York St John University, York.

Connelly, V., Dockrell, J.E., Critten, S., Walter, K.W (2011). Children challenged by writing: The writing difficulties of children with specific language impairment. Prozesse der Textproduktion in der Schule: Strukturen und Verarbeitung aus sprachdidaktischer und psycholinguistischer Perspektive. DGfS conference, Gottingen, Germany.

Dockrell, J., Connelly, V., Walter, K. & Critten, S. (2011) Using curriculum-based measurement to assess writing development. COST ERN-LWE Workshop, Potsdam, Germany.

Connelly, V., Dockrell, J.E., Critten, S., Walter, K.W., Lindsay, G. (2010). Writing development in children with language difficulties and the influence of spelling skill. EARLI Special Interest Group in Writing (SIG Writing) Conference, Heidelberg, Germany.

Dockrell, J., Connelly, V., Walter, K. & Critten, S. (2010) Using curriculum-based measurement to assess writing development. EARLI Special Interest Group in Writing (SIG Writing) Conference, Heidelberg, Germany.

Impact & Knowledge Exchange Events & Conference Organiser

Enhancing Writing Skills in Children: Teachers and researchers talking about writing series. 2012-13. Oxford Brookes University. 9  knowledge exchange workshops and 3 conferences with over 200 teachers and education professionals attending.

Teaching and Learning Writing, Psychological Aspects of Education: Current Tends Conference Series. Oxford Brookes, July 2007. 2 day conference for 120 UK teachers and education professionals.

Developmental Psychology Section Annual Conference of the British Psychological Society. Oxford Brookes, September, 2008. Over 250 delegates from 15 countries.

Publications from RADAR

  • Limpo, T, Alves, R, Connelly, V (2016) Examining the Transcription-Writing Link: Effects of Handwriting Fluency and Spelling Accuracy on Writing Performance via Planning and Translating in Middle Grades. Learning and Individual Differences, 53 pp. 26-36. [summary page]
  • Alstad, Z, Sanders, E, Abbott, R, Barnett, A, Henderson, S, Connelly, V, Berninger, V (2015) Modes of alphabet letter production during middle childhood and adolescence: Interrelationships with each other and other writing skills. Journal of Writing Research , 6 (3). pp. 199-231. [summary page]
  • Dockrell, J, Connelly, V (2015) The role of oral language in underpinning the text generation difficulties in children with specific language impairment. Journal of Research in Reading, 38 (1). pp. 18-34. [summary page]
  • Sakr, M, Connelly, V, Wild, M (2015) Narrative in young children’s digital art-making. Journal of Early Childhood Literacy, 16 (3). pp. 289-310. [summary page]
  • Connelly, V (2014) Integrating writing and oral language disorders: Perspectives of a Writing Researcher. Writing development in children with hearing loss,dyslexia or oral language problems: implications for assessment and instruction [summary page]
  • Critten, S, Connelly, V, Dockrell, J, Walker, K (2014) Inflectional and derivational morphological spelling abilities of children with Specific Language Impairment.. Frontiers in Psychology: Cognitive Science, 5 (948). pp. 1-10. [summary page]
  • Dockrell, J, Connelly, V, Walter, K, Critten, S (2014) Assessing children's writing products: the role of curriculum based measures. British Educational Research Journal, 41 (4). pp. 575-595. [summary page]
  • Sumner, E, Connelly, V, Barnett, A (2014) The Influence of Spelling Ability on Handwriting Production: Children with and without Dyslexia. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40 (5). pp. 1441-1447. [summary page]
  • Sumner, E, Connelly, V, Barnett, A (2014) The Influence of Spelling Ability on Vocabulary Choices when Writing for Children with Dyslexia. Journal of Learning Disabilities, 49 (3). pp. 293-304. [summary page]
  • Barnes, J, Connelly, V, Boubert, L, Maravic, K (2013) Behavioural coping patterns in Parkinson's patients with visual hallucinations. Journal of Neuropsychology, 7 (2). pp. 329-334. [summary page]
  • Dockrell, J, Connelly, V, Lindsay, G, Mackie, C (2012) The Impact of Oral Language Skills on Children’s Production of Written Text. Learning to Write Effectively: Current Trends in European Research [summary page]
  • Barnes, J, Connelly, V, Wiggs, L, Boubert, L, Maravic, K (2010) Sleep patterns in Parkinson’s Disease patients with visual hallucinations. International Journal of Neuroscience, 120 (8). pp. 564–569. [summary page]
  • Connelly, V, Barnett, A L (2009) Introduction: Teaching and learning writing . BJEP Monograph Series II, Number 6 - Teaching and Learning Writing, 1 (1). pp. 1-4. [summary page]
  • Connelly, V, Barnett, A L, Dockrell, J, Tolmie, A (2009) Teaching and learning writing. , 1 pp. 1-184. [summary page]
  • Connelly, V, Barnett, A, Dockrell, J (2009) Teaching and learning writing. [summary page]
  • Dockrell, J E, Lindsay, G, Connelly, V (2009) The impact of specific language impairment on adolescents' written text. Exceptional Children, 75 (4). pp. 427-446. [summary page]
  • Dockrell, J, Lindsay, G, Connelly, V (2009) The impact of specific language impairment on adolescents' written text. Exceptional Children, 75 (4). pp. 427-446. [summary page]
  • Thompson, G B, Connelly, V, Fletcher-Flinn, C, Hodson, S J (2009) The nature of skilled adult reading varies with type of instruction in childhood. Memory & cognition, 37 (2). pp. 223-234. [summary page]
  • Wood, C, Connelly, V (2009) Contemporary perspectives on reading and spelling. [summary page]
  • Wood, C, Connelly, V (2009) Contemporary perspectives on reading and spelling. [summary page]
  • Thompson, G B, McKay, M, Fletcher-Flinn, C, Connelly, V, Kaa, R T, Ewing, J (2008) Do children who acquire word reading without explicit phonics employ compensatory learning? Issues of phonological recoding, lexical orthography, and fluency. Reading and writing, 21 (5). pp. 505-537. [summary page]
  • Dockrell, J, Lindsay, G, Connelly, V, Mackie, C (2007) Constraints in the Production of Written Text in Children With Specific Language Impairments. Exceptional Children, 73 (2). pp. 147-164. [summary page]
  • Thompson, B, McKay, M, Fletcher-Flinn, C, Connelly, V, Kaa, R, Ewing, J (2007) Do children who acquire word reading without explicit phonics employ compensatory learning? Issues of phonological recoding, lexical orthography, and fluency. Reading and Writing, 21 (5). pp. 505-537. [summary page]
  • Connelly, V, Campbell, S, MacLean, M, Barnes, J (2006) Contribution of Lower Order Skills to the Written Composition of College Students With and Without Dyslexia. Developmental Neuropsychology, 29 (1). pp. 175-196. [summary page]
  • Connelly, V, Campbell, S, MacLean, M, Barnes, J (2006) Contribution of lower-order letter and word fluency skills to written composition of college students with or without dyslexia. Developmental Neuropsychology, 29 (1). pp. 175-196. [summary page]
  • Connelly, V, Dockrell, J E, Barnett, J (2006) A pilot intervention to improve the structural quality of exam essay writing in UK undergraduate psychology students. Psychology Teaching Review, 12 (1). pp. 43-56. [summary page]
  • Connelly, V, Dockrell, J, Barnett, J (2005) The slow handwriting of undergraduate students constrains overall performance in exam essays. Educational Psychology, 25 (1). pp. 99-107. [summary page]
  • Connelly, V, Fletcher-Flinn, C, Thompson, G, Hodson, S (2005) Why Instructional Methods Can No Longer Be Ignored in Theories of the Reading Process. Australian Journal of Psychology, 56 pp. 115. [summary page]
  • Connelly, V (2002) Graphophonemic awareness, in adults after instruction in phonic generalisations. Learning and Instruction, 12 (6). pp. 627. [summary page]
  • Connelly, V, Gee, D, Walsh, E (2002) A comparison of keyboarded and handwritten compositions and the relationship with transcription speed. British Journal of Educational Psychology, 77 (2). pp. 479-492. [summary page]
  • Connelly, V (2001) The effect of phonics instruction on the reading comprehension of beginning readers. Reading and Writing, 14 (5). pp. 423. [summary page]
  • Connelly, V, Johnston, R, Thompson, G (1996) The influence of instructional-technique on the reading acquisition routes of beginning readers. International Journal of Psychology, 31 (3). pp. 2481. [summary page]
  • Birchenough, J, Davies, R, Connelly, V (0) Rated age-of-acquisition norms for over 3,200 German words. Behavior Research Methods [summary page]
Vince Connelly

CONTACT DETAILS

+44 (0)1865 484257