Jessie Ricketts
Biographic Data
| ID | 4619876 |
|---|---|
| NAME | Jessie Ricketts |
| GIVEN NAMES | Jessie |
| FAMILY NAME | Ricketts |
| SIGNATURE | RICKETTS J |
| AFFILIATIONS | Royal Holloway University of London |
| ORCID | 0000-0002-2760-3990 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Longitudinal development of theory of mind in adolescence and its associations with fiction reading experience
The high occurrence of social content in children's fiction may provide opportunities for practicing and refining emerging understanding of others' thoughts, feelings, and desires, referred to as "theory of mind" (ToM). The aim of the present study was to test this potential developmental benefit by longitudinally examining ToM development in middle childhood and adolescence, as well as examining associations between children's reading experience…
Learning spellings and meanings
Background Prominent theories of reading make the prediction that individual differences in children's word learning capacity determine the pace of their acquisition of reading skill. Despite the developmental nature of some of these theories, most empirical research to date has explored the relation between word learning capacity and reading at a single time point. The present study extends this research base by investigating whether earlier lea…
Online Processing Shows Advantages of Bimodal Listening‐While‐Reading for Vocabulary Learning
Children can learn words incidentally from stories. This kind of learning is enhanced when stories are presented both aurally and in written format, compared to just a written presentation. However, we do not know why this bimodal presentation is beneficial. This study explores two possible explanations: whether the bimodal advantage manifests online during story exposure, or later, at word retrieval. We collected eye‐movement data from 34 8‐to 9…
Testing mechanisms underlying children’s reading development
Prominent theories of reading development have separately emphasized the relevance of children's skill in learning (Share, 2008) and lexical representations (Perfetti & Hart, 2002). Integrating these ideas, we examined whether skill in learning lexical representations is a mechanism that might explain children's reading development. To do so we conducted a longitudinal study, following 139 children from Grades 3 to 5. In Grade 3, children complet…
Working at the intersection of research and practice
There is growing interest in the use of research-practice partnerships in education, in an attempt to narrow the widely recognized gap between educational research and practice. However, there is a tendency for partnership research to be weighted towards first-person accounts and the majority of literature comes from the US. This article describes the process of researcher-teacher collaboration to co-design an educational program, and teachers’ e…
Tracking vocabulary and reading growth in children from lower and higher socioeconomic backgrounds during the transition from primary to secondary education
We examined the relation between socioeconomic status (SES), vocabulary, and reading in middle childhood, during the transition from primary (elementary) to secondary (high) school. Children (N = 279, 163 girls) completed assessments of everyday and curriculum-related vocabulary, (non)word reading, and reading comprehension at five timepoints from age 10 to 13. Piecewise linear mixed-effects models showed significant growth in everyday vocabulary…
A special issue on language and literacy
Educators' perceptions of barriers and facilitators to the implementation of screeners for developmental language disorder and dyslexia
Developmental language disorder (DLD) and dyslexia are common but under‐identified conditions that affect children's ability to read and comprehend text. Universal screening is a promising solution for improving under‐identification of DLD and dyslexia; however, we lack evidence for how to effectively implement and sustain screening procedures in schools. In the current study, we solicited input from educators in the United States around perceive…
Do family learning phonics courses improve parents' reading‐related skills and ability to support their children's reading
Background Parents play a crucial role in supporting children's literacy, especially in the first years of school. However, parents can find this challenging if they struggle with reading themselves. We explore whether family learning phonics courses boost parents' reading‐related skills and ability to support their children's reading, in a collaboration between UK academics and the National Family Learning Forum. Methods Prior to data collection…
Bridging form and meaning
Background Vocabulary development is closely associated with morphological knowledge, yet work is needed to understand the mechanisms underpinning this relationship. One possibility is that because morphological relationships entail systematic mappings between word form (phonology and orthography) and word meaning (semantics and grammar), children may take advantage of these links to form high‐quality lexical representations when learning novel w…
Finding the man amongst many
Skilled reading is characterized by rapid recognition of morphologically complex words. Evidence suggests that adult readers segment complex words into their constituent morphemes during visual word recognition, and that this extends to items that have only a surface morphological structure (e.g., corner), a process termed 'morpho-orthographic segmentation'. It is not yet known how and when this mechanism is established over the course of reading…
The effects of acute and chronic wild blueberry supplementation on cognition and reading ability of 7-10 year olds
Effects of wild blueberry supplementation on cognition and reading ability in 7-10 year olds
An investigation into the effects of wild blueberry supplementation on the cognitive behaviour and mood of seven to ten year-old schoolchildren
Vocabulary Is Important for Some, but Not All Reading Skills
Although there is evidence for a close link between the development of oral vocabulary and reading comprehension, less clear is whether oral vocabulary skills relate to the development of word-level reading skills. This study investigated vocabulary and literacy in 81 children aged 8 to 10 years. In regression analyses, vocabulary accounted for unique variance in exception word reading and reading comprehension, but not text reading accuracy, dec…
Testing mechanisms underlying children’s reading development
Prominent theories of reading development have separately emphasized the relevance of children's skill in learning (Share, 2008) and lexical representations (Perfetti & Hart, 2002). Integrating these ideas, we examined whether skill in learning lexical representations is a mechanism that might explain children's reading development. To do so we conducted a longitudinal study, following 139 children from Grades 3 to 5. In Grade 3, children complet…
Longitudinal development of theory of mind in adolescence and its associations with fiction reading experience
The high occurrence of social content in children's fiction may provide opportunities for practicing and refining emerging understanding of others' thoughts, feelings, and desires, referred to as "theory of mind" (ToM). The aim of the present study was to test this potential developmental benefit by longitudinally examining ToM development in middle childhood and adolescence, as well as examining associations between children's reading experience…
Vocabulary Is Important for Some, but Not All Reading Skills
Although there is evidence for a close link between the development of oral vocabulary and reading comprehension, less clear is whether oral vocabulary skills relate to the development of word-level reading skills. This study investigated vocabulary and literacy in 81 children aged 8 to 10 years. In regression analyses, vocabulary accounted for unique variance in exception word reading and reading comprehension, but not text reading accuracy, dec…
An investigation into the effects of wild blueberry supplementation on the cognitive behaviour and mood of seven to ten year-old schoolchildren
The effects of acute and chronic wild blueberry supplementation on cognition and reading ability of 7-10 year olds
Effects of wild blueberry supplementation on cognition and reading ability in 7-10 year olds
Bridging form and meaning
Background Vocabulary development is closely associated with morphological knowledge, yet work is needed to understand the mechanisms underpinning this relationship. One possibility is that because morphological relationships entail systematic mappings between word form (phonology and orthography) and word meaning (semantics and grammar), children may take advantage of these links to form high‐quality lexical representations when learning novel w…
Finding the man amongst many
Skilled reading is characterized by rapid recognition of morphologically complex words. Evidence suggests that adult readers segment complex words into their constituent morphemes during visual word recognition, and that this extends to items that have only a surface morphological structure (e.g., corner), a process termed 'morpho-orthographic segmentation'. It is not yet known how and when this mechanism is established over the course of reading…
A special issue on language and literacy
Educators' perceptions of barriers and facilitators to the implementation of screeners for developmental language disorder and dyslexia
Developmental language disorder (DLD) and dyslexia are common but under‐identified conditions that affect children's ability to read and comprehend text. Universal screening is a promising solution for improving under‐identification of DLD and dyslexia; however, we lack evidence for how to effectively implement and sustain screening procedures in schools. In the current study, we solicited input from educators in the United States around perceive…
Do family learning phonics courses improve parents' reading‐related skills and ability to support their children's reading
Background Parents play a crucial role in supporting children's literacy, especially in the first years of school. However, parents can find this challenging if they struggle with reading themselves. We explore whether family learning phonics courses boost parents' reading‐related skills and ability to support their children's reading, in a collaboration between UK academics and the National Family Learning Forum. Methods Prior to data collection…
Working at the intersection of research and practice
There is growing interest in the use of research-practice partnerships in education, in an attempt to narrow the widely recognized gap between educational research and practice. However, there is a tendency for partnership research to be weighted towards first-person accounts and the majority of literature comes from the US. This article describes the process of researcher-teacher collaboration to co-design an educational program, and teachers’ e…
Tracking vocabulary and reading growth in children from lower and higher socioeconomic backgrounds during the transition from primary to secondary education
We examined the relation between socioeconomic status (SES), vocabulary, and reading in middle childhood, during the transition from primary (elementary) to secondary (high) school. Children (N = 279, 163 girls) completed assessments of everyday and curriculum-related vocabulary, (non)word reading, and reading comprehension at five timepoints from age 10 to 13. Piecewise linear mixed-effects models showed significant growth in everyday vocabulary…
Online Processing Shows Advantages of Bimodal Listening‐While‐Reading for Vocabulary Learning
Children can learn words incidentally from stories. This kind of learning is enhanced when stories are presented both aurally and in written format, compared to just a written presentation. However, we do not know why this bimodal presentation is beneficial. This study explores two possible explanations: whether the bimodal advantage manifests online during story exposure, or later, at word retrieval. We collected eye‐movement data from 34 8‐to 9…
Testing mechanisms underlying children’s reading development
Prominent theories of reading development have separately emphasized the relevance of children's skill in learning (Share, 2008) and lexical representations (Perfetti & Hart, 2002). Integrating these ideas, we examined whether skill in learning lexical representations is a mechanism that might explain children's reading development. To do so we conducted a longitudinal study, following 139 children from Grades 3 to 5. In Grade 3, children complet…
Longitudinal development of theory of mind in adolescence and its associations with fiction reading experience
The high occurrence of social content in children's fiction may provide opportunities for practicing and refining emerging understanding of others' thoughts, feelings, and desires, referred to as "theory of mind" (ToM). The aim of the present study was to test this potential developmental benefit by longitudinally examining ToM development in middle childhood and adolescence, as well as examining associations between children's reading experience…
Learning spellings and meanings
Background Prominent theories of reading make the prediction that individual differences in children's word learning capacity determine the pace of their acquisition of reading skill. Despite the developmental nature of some of these theories, most empirical research to date has explored the relation between word learning capacity and reading at a single time point. The present study extends this research base by investigating whether earlier lea…
Psychology (15 works) · Linguistics (12 works) · Reading and Literacy Development (9 works) · Developmental psychology (8 works) · Reading (process) (7 works) · Cognition (6 works) · Cognitive psychology (6 works) · Vocabulary development (5 works) · Computer Science (4 works) · Language Development and Disorders (4 works)