Lynne G Duncan
Biographic Data
| ID | 4536446 |
|---|---|
| NAME | Lynne G Duncan |
| GIVEN NAMES | Lynne G |
| FAMILY NAME | Duncan |
| SIGNATURE | DUNCAN L G |
| AFFILIATIONS | University of Dundee |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Mind the Gap
Purpose: This mixed-methods study examined how teachers implement evidence-based components of beginning reading, how this relates to teachers’ literacy knowledge levels, and teachers’ own views on classroom practice. Method: An online survey reached 507 teachers (mean age = 40 years) who taught reading in the first three years of schooling, with quantitative items measuring the reported frequency of five instructional strands and open-ended ques…
Working with a young people's advisory panel to conduct educational research
Participatory Action Research (PAR) with young people aims to centre their knowledge and experience in research which is meaningful to them. In recent years, there has been an increase in PAR approaches within education, yet there is still a need for greater methodological insight into this approach. In this project, which explored adolescents’ reading motivation and engagement, a young people's advisory panel was convened to ensure the perspecti…
Phonemic—Morphemic dissociation in university students with dyslexia
Rimes and superrimes
The study investigated the extension of rhyme awareness to disyllabic stimuli. Three experiments are reported which examine the disyllabic rhyme production skills of adults and of children in their first, second or third year of schooling. Stress pattern and phonological rime and superrime neighbourhood density were manipulated. Rhyming skills were influenced by stress pattern. With initial stress, rhyming responses were based predominantly on th…
Differing sequences of metaphonological development in French and English
Phonological awareness is thought to become increasingly analytic during early childhood. This study examines whether the proposed developmental sequence (syllable→onset-rime→phoneme) varies according to the characteristics of a child's native language. Experiment 1 compares the phonological segmentation skills of English speakers aged 4;11 ( N =10), 5;3 ( N =21), and 6;5 ( N =23) and French speakers aged 5;6 ( N =35), and 6;8 ( N =34). Experimen…
Socio-economic differences in foundation-level literacy
The foundation literacy skills of children from differing socio-economic backgrounds were investigated in a cross-sectional study. The children were aged between 4 and 8 years and attended Nursery or Primary 1, 2 or 3 classes. Low socio-economic status (SES) was associated with impairments for chronological age in letter knowledge as well as in both logographic and alphabetic foundation components. There was also an effect on metaphonological ski…
Socio-economic differences in foundation-level literacy
The foundation literacy skills of children from differing socio-economic backgrounds were investigated in a cross-sectional study. The children were aged between 4 and 8 years and attended Nursery or Primary 1, 2 or 3 classes. Low socio-economic status (SES) was associated with impairments for chronological age in letter knowledge as well as in both logographic and alphabetic foundation components. There was also an effect on metaphonological ski…
Socio-economic differences in foundation-level literacy
The foundation literacy skills of children from differing socio-economic backgrounds were investigated in a cross-sectional study. The children were aged between 4 and 8 years and attended Nursery or Primary 1, 2 or 3 classes. Low socio-economic status (SES) was associated with impairments for chronological age in letter knowledge as well as in both logographic and alphabetic foundation components. There was also an effect on metaphonological ski…
Differing sequences of metaphonological development in French and English
Phonological awareness is thought to become increasingly analytic during early childhood. This study examines whether the proposed developmental sequence (syllable→onset-rime→phoneme) varies according to the characteristics of a child's native language. Experiment 1 compares the phonological segmentation skills of English speakers aged 4;11 ( N =10), 5;3 ( N =21), and 6;5 ( N =23) and French speakers aged 5;6 ( N =35), and 6;8 ( N =34). Experimen…
Rimes and superrimes
The study investigated the extension of rhyme awareness to disyllabic stimuli. Three experiments are reported which examine the disyllabic rhyme production skills of adults and of children in their first, second or third year of schooling. Stress pattern and phonological rime and superrime neighbourhood density were manipulated. Rhyming skills were influenced by stress pattern. With initial stress, rhyming responses were based predominantly on th…
Phonemic—Morphemic dissociation in university students with dyslexia
Working with a young people's advisory panel to conduct educational research
Participatory Action Research (PAR) with young people aims to centre their knowledge and experience in research which is meaningful to them. In recent years, there has been an increase in PAR approaches within education, yet there is still a need for greater methodological insight into this approach. In this project, which explored adolescents’ reading motivation and engagement, a young people's advisory panel was convened to ensure the perspecti…
Mind the Gap
Purpose: This mixed-methods study examined how teachers implement evidence-based components of beginning reading, how this relates to teachers’ literacy knowledge levels, and teachers’ own views on classroom practice. Method: An online survey reached 507 teachers (mean age = 40 years) who taught reading in the first three years of schooling, with quantitative items measuring the reported frequency of five instructional strands and open-ended ques…
Psychology (5 works) · Reading and Literacy Development (5 works) · Linguistics (4 works) · Developmental psychology (3 works) · Language Development and Disorders (3 works) · Literacy (3 works) · Phonology (3 works) · Writing and Handwriting Education (3 works) · Cognition (2 works) · Cognitive psychology (2 works)