Manon Jones
Biographic Data
| ID | 3843874 |
|---|---|
| NAME | Manon Jones |
| GIVEN NAMES | Manon |
| FAMILY NAME | Jones |
| SIGNATURE | JONES M |
| AFFILIATIONS | Bangor University |
| ORCID | 0000-0003-3266-5472 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Cross-language transfer in bilingual children with reading difficulties
Approximately 40% of children worldwide learn to read in a language other than their home language or in two languages simultaneously. Although literacy instruction in one language can enhance reading outcomes in another, less is known about how such cross-language effects unfold over time in children with reading difficulties. In a pre-registered, cross-over randomised controlled trial (registered on 23/09/2022; ID: ISRCTN10963572), we evaluated…
Decoding and vocabulary improvements mediate sustained gains in reading comprehension
BACKGROUND: Reading comprehension is critical for academic success, yet many children with persistent decoding difficulties struggle to achieve it. This study examined whether a multicomponent literacy intervention is effective in improving reading comprehension and whether any gains in comprehension are mediated by improvements in word reading and vocabulary knowledge. METHODS: In a randomised controlled trial (RCT), 285 English-speaking childre…
Chinese Learners of English Are Conceptually Blind to Temporal Differences Conveyed by Tense
Chinese learners of English often experience difficulty with English tense presumably because their native language is tenseless. We showed that this difficulty relates to their incomplete conceptual representations for tense rather than their poor grammatical rule knowledge. Participants made acceptability judgments on sentences describing two-event sequences that were either temporally plausible or misaligned according to verb tense (time clash…
Negotiating Informed Consent with Children in School‐Based Research
The methods literature on research with children recognises the challenges of negotiating informed consent with this group. Special ‘child‐friendly’ techniques are advocated to overcome these challenges. We argue that, upon closer inspection, research with children foregrounds more fundamental problems with informed consent that are not easily resolved. Drawing from three ethical texts commonly consulted in our own research fields, we highlight p…
Chinese Learners of English Are Conceptually Blind to Temporal Differences Conveyed by Tense
Chinese learners of English often experience difficulty with English tense presumably because their native language is tenseless. We showed that this difficulty relates to their incomplete conceptual representations for tense rather than their poor grammatical rule knowledge. Participants made acceptability judgments on sentences describing two-event sequences that were either temporally plausible or misaligned according to verb tense (time clash…
Negotiating Informed Consent with Children in School‐Based Research
The methods literature on research with children recognises the challenges of negotiating informed consent with this group. Special ‘child‐friendly’ techniques are advocated to overcome these challenges. We argue that, upon closer inspection, research with children foregrounds more fundamental problems with informed consent that are not easily resolved. Drawing from three ethical texts commonly consulted in our own research fields, we highlight p…
Chinese Learners of English Are Conceptually Blind to Temporal Differences Conveyed by Tense
Chinese learners of English often experience difficulty with English tense presumably because their native language is tenseless. We showed that this difficulty relates to their incomplete conceptual representations for tense rather than their poor grammatical rule knowledge. Participants made acceptability judgments on sentences describing two-event sequences that were either temporally plausible or misaligned according to verb tense (time clash…
Cross-language transfer in bilingual children with reading difficulties
Approximately 40% of children worldwide learn to read in a language other than their home language or in two languages simultaneously. Although literacy instruction in one language can enhance reading outcomes in another, less is known about how such cross-language effects unfold over time in children with reading difficulties. In a pre-registered, cross-over randomised controlled trial (registered on 23/09/2022; ID: ISRCTN10963572), we evaluated…
Decoding and vocabulary improvements mediate sustained gains in reading comprehension
BACKGROUND: Reading comprehension is critical for academic success, yet many children with persistent decoding difficulties struggle to achieve it. This study examined whether a multicomponent literacy intervention is effective in improving reading comprehension and whether any gains in comprehension are mediated by improvements in word reading and vocabulary knowledge. METHODS: In a randomised controlled trial (RCT), 285 English-speaking childre…
Reading and Literacy Development (3 works) · Language Development and Disorders (2 works) · Literacy (2 works) · Neurobiology of Language and Bilingualism (2 works) · Phonological awareness (2 works) · Psychology (2 works) · Reading comprehension (2 works) · Alternative medicine (1 work) · Children's Rights and Participation (1 work) · Cognition (1 work)