Kelly Burgoyne
Biographic Data
| ID | 1692891 |
|---|---|
| NAME | Kelly Burgoyne |
| GIVEN NAMES | Kelly |
| FAMILY NAME | Burgoyne |
| SIGNATURE | BURGOYNE K |
| AFFILIATIONS | University of Manchester |
| ORCID | 0000-0001-8765-5154 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
A case study, nested approach of children with Down Syndrome, their parents' and teachers' experiences of navigating primary–secondary school transition
Primary‐secondary school transitions are critical developmental periods for children and significant others, within their ecosystem, and can be an uncertain, emotionally unsettling time for all. For children with Special Educational Needs and Disabilities, and Down Syndrome (DS) in particular, this period is believed to be more difficult and require additional support. However, insights into what this support could look like are limited by the de…
Number knowledge and the approximate number system are two critical foundations for early arithmetic development
We assessed a range of theoretically critical predictors (numerosity discrimination, number knowledge, counting, language, executive function and finger gnosis) of early arithmetic development in a large unselected sample of 569 children at school entry. Assessments were repeated 12 months later. Although all predictors (except finger gnosis) were moderate to strong correlates of arithmetic, a latent variable path model showed that only number kn…
Pattern understanding is a predictor of early reading and arithmetic skills
Speech difficulties at school entry are a significant risk factor for later reading difficulties
Bilingualism and Biliteracy in Down Syndrome
We present the case study of MB-a bilingual child with Down syndrome (DS) who speaks Russian (first language [L1]) and English (second language [L2]) and has learned to read in two different alphabets with different symbol systems. We demonstrate that, in terms of oral language, MB is as proficient in Russian as English, with a mild advantage for reading in English, her language of formal instruction. MB's L1 abilities were compared with those of…
The development of comprehension and reading-related skills in children learning English as an additional language and their monolingual, English-speaking peers
Background. A significant number of pupils in UK schools learn English as an additional language (EAL). Relative differences between the educational attainment of this group and monolingual, English-speaking pupils call for an exploration of the literacy needs of EAL learners. Aims. This study explores the developmental progression of reading and listening comprehension skills and a range of reading-related skills in EAL learners, whose first lan…
The comprehension skills of children learning English as an additional language
Background Data from national test results suggests that children who are learning English as an additional language (EAL) experience relatively lower levels of educational attainment in comparison to their monolingual, English-speaking peers.Aims The relative underachievement of children who are learning EAL demands that the literacy needs of this group are identified. To this end, this study aimed to explore the reading- and comprehension-relat…
Pattern understanding is a predictor of early reading and arithmetic skills
The development of comprehension and reading-related skills in children learning English as an additional language and their monolingual, English-speaking peers
Background. A significant number of pupils in UK schools learn English as an additional language (EAL). Relative differences between the educational attainment of this group and monolingual, English-speaking pupils call for an exploration of the literacy needs of EAL learners. Aims. This study explores the developmental progression of reading and listening comprehension skills and a range of reading-related skills in EAL learners, whose first lan…
The comprehension skills of children learning English as an additional language
Background Data from national test results suggests that children who are learning English as an additional language (EAL) experience relatively lower levels of educational attainment in comparison to their monolingual, English-speaking peers.Aims The relative underachievement of children who are learning EAL demands that the literacy needs of this group are identified. To this end, this study aimed to explore the reading- and comprehension-relat…
Speech difficulties at school entry are a significant risk factor for later reading difficulties
Bilingualism and Biliteracy in Down Syndrome
We present the case study of MB-a bilingual child with Down syndrome (DS) who speaks Russian (first language [L1]) and English (second language [L2]) and has learned to read in two different alphabets with different symbol systems. We demonstrate that, in terms of oral language, MB is as proficient in Russian as English, with a mild advantage for reading in English, her language of formal instruction. MB's L1 abilities were compared with those of…
The comprehension skills of children learning English as an additional language
Background Data from national test results suggests that children who are learning English as an additional language (EAL) experience relatively lower levels of educational attainment in comparison to their monolingual, English-speaking peers.Aims The relative underachievement of children who are learning EAL demands that the literacy needs of this group are identified. To this end, this study aimed to explore the reading- and comprehension-relat…
The development of comprehension and reading-related skills in children learning English as an additional language and their monolingual, English-speaking peers
Background. A significant number of pupils in UK schools learn English as an additional language (EAL). Relative differences between the educational attainment of this group and monolingual, English-speaking pupils call for an exploration of the literacy needs of EAL learners. Aims. This study explores the developmental progression of reading and listening comprehension skills and a range of reading-related skills in EAL learners, whose first lan…
Bilingualism and Biliteracy in Down Syndrome
We present the case study of MB-a bilingual child with Down syndrome (DS) who speaks Russian (first language [L1]) and English (second language [L2]) and has learned to read in two different alphabets with different symbol systems. We demonstrate that, in terms of oral language, MB is as proficient in Russian as English, with a mild advantage for reading in English, her language of formal instruction. MB's L1 abilities were compared with those of…
Pattern understanding is a predictor of early reading and arithmetic skills
Speech difficulties at school entry are a significant risk factor for later reading difficulties
Number knowledge and the approximate number system are two critical foundations for early arithmetic development
We assessed a range of theoretically critical predictors (numerosity discrimination, number knowledge, counting, language, executive function and finger gnosis) of early arithmetic development in a large unselected sample of 569 children at school entry. Assessments were repeated 12 months later. Although all predictors (except finger gnosis) were moderate to strong correlates of arithmetic, a latent variable path model showed that only number kn…
A case study, nested approach of children with Down Syndrome, their parents' and teachers' experiences of navigating primary–secondary school transition
Primary‐secondary school transitions are critical developmental periods for children and significant others, within their ecosystem, and can be an uncertain, emotionally unsettling time for all. For children with Special Educational Needs and Disabilities, and Down Syndrome (DS) in particular, this period is believed to be more difficult and require additional support. However, insights into what this support could look like are limited by the de…
Psychology (6 works) · Linguistics (5 works) · Reading and Literacy Development (5 works) · Language Development and Disorders (4 works) · Mathematics education (4 works) · Active listening (3 works) · Cognitive psychology (3 works) · Communication (3 works) · Comprehension (3 works) · Developmental psychology (3 works)