Jenny M Thomson

Biographic Data

ID5971205
NAMEJenny M Thomson
GIVEN NAMESJenny M
FAMILY NAMEThomson
SIGNATURETHOMSON J M
AFFILIATIONSUniversity of Sheffield
ORCID0000-0002-4293-4851
VERIFIEDYes
TOTAL WORKS8
TOTAL CITATIONS6
WORKS AS AUTHOR8
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2017
LATEST PUBLICATION YEAR2025
H-INDEX1

  • Enhancing Reading Through Olfactory Stimuli

    Open AccessJenny M Thomson, N KucirkovaARTICLEReading Research Quarterly2025References: 66

    This conceptual paper argues that for children with reading difficulties, multi‐sensory approaches to learning, especially in literacy, are essential. Drawing on a state‐of‐the‐art review, we propose that olfactory elements of the learning environment, particularly in reading spaces, have significant implications for how struggling readers engage with texts. Supporting struggling readers may benefit from more intentional consideration of the emot…

  • School entry detection of struggling readers using gameplay data and machine learning

    Open AccessNjål Foldnes, Per Henning Uppstad et al.ARTICLEFrontiers in Education2024

    Introduction Current methods for reading difficulty risk detection at school entry remain error-prone. We present a novel approach utilizing machine learning analysis of data from GraphoGame, a fun and pedagogical literacy app. Methods The app was played in class daily for 10 min by 1,676 Norwegian first graders, over a 5-week period during the first months of schooling, generating rich process data. Models were trained on the process data combin…

  • Drawing attention to print or meaning

    Open AccessAnika Nastasiuk, Émilie Courteau et al.ARTICLEJournal of Research in Reading2024

    Background Shared reading is an important opportunity for parents and children to connect and learn, which can support later independent reading skills. Much of the research to date has examined shared reading as parents read physical print books with their children. This research has demonstrated that parents tend to engage in more activities that emphasise the meaning of the stories over the code (i.e., print). Here, we examine the focus of sha…

  • Evidence‐based support provided to struggling readers in later primary years in the UK

    Open AccessMeryem S Üstün‐Yavuz, Rose Brooks et al.ARTICLEJournal of Research in Reading2024

    Background In the last two decades, a number of empirical studies investigated the impact of UK‐based interventions for struggling readers in later primary years (called Key Stage 2 or KS2 in the UK). However, to date, there are no reviews that look at the extent and nature of the existing UK‐based literature. This scoping review explores the extent of the available literature focusing on struggling readers in KS2 and aims to summarise the findin…

  • Evaluating English-language morphological awareness assessments

    Open AccessCarla L Hudson Kam, Emily Sadlier-Brown et al.ARTICLEFirst Language2024

    Many studies have shown that morphological knowledge has effects on reading comprehension separate from other aspects of language knowledge. This has implications for reading instruction and assessment: it suggests that children could have reading comprehension difficulties that are due to a lack of morphological knowledge, and thus, that explicit instruction of morphology might be helpful for them, indeed for all children. To find children who m…

  • Language and reading development in children learning English as an additional language in primary school in England

    Open AccessCarol Dixon, Chris Dixon et al.ARTICLEJournal of Research in Reading2020

    Children learning English as an additional language (EAL) are a growing population of learners in English primary schools. These children begin school with differing levels of English language proficiency and tend to underperform in relation to their non‐EAL peers on measures of English oral language and reading. However, little work has examined the developmental trajectories of these skills in EAL learners in England. EAL learners and 33 non‐EA…

  • Children learning to read in a digital world

    Open AccessMirit Barzillai, Jenny M ThomsonARTICLEFirst Monday2018

    Children’s earliest experiences of written language increasingly involve digital text — on phones, tablets and computers. This shift has triggered worry about the potential harm to children’s ability to read in a deep, focused manner on the one hand, and optimism for the potential of technology to support reading among different groups on the other.In this article, we explore research evidence concerning the impact of digital text on children’s d…

  • Engaging Struggling Adolescent Readers to Improve Reading Skills

    Open AccessJames S Kim, Lowry Hemphill et al.ARTICLEReading Research Quarterly2017Cited by: 6References: 102

    This study examined the efficacy of a supplemental, multicomponent adolescent reading intervention for middle school students who scored below proficient on a state literacy assessment. Using a within‐school experimental design, the authors randomly assigned 483 students in grades 6–8 to a business‐as‐usual control condition or to the Strategic Adolescent Reading Intervention ( STARI ), a supplemental reading program involving instruction to supp…