Lisa Fridkin
Biographic Data
| ID | 6155753 |
|---|---|
| NAME | Lisa Fridkin |
| GIVEN NAMES | Lisa |
| FAMILY NAME | Fridkin |
| SIGNATURE | FRIDKIN L |
| AFFILIATIONS | University College London UK |
| ORCID | 0000-0001-6184-6729 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
The effects of manipulating choice on children’s enjoyment and performance in a reading task
This study investigates effects of choice in a reading comprehension task. It hypothesises that choice will act as a trigger for situational interest, impacting engagement with the reading text, and will therefore improve children’s performance in a reading comprehension task, and promote higher levels of enjoyment for that task. Participants were 110 Grade 3 pupils (61 boys, 49 girls). Reading comprehension performance and task enjoyment were me…
Understanding effects of Covid ‐19 on undergraduate academic stress, motivation and coping over time
The rapid and unprecedented shift from face‐to‐face instruction to remote online learning as a consequence of the COVID‐19 pandemic had a substantial impact on teaching and learning in Higher Education: students had to adapt to a new way of learning, away from typical campus settings and their peers, and to new forms of assessments. This study examined academic stress, learning strategies, motivation and ways of coping from a sample of 177 unique…
Reading intervention at age 6
One argument for early intervention for reading difficulties is that it can sustainably improve children’s reading competence trajectory (the ‘inoculation model’), but there are virtually no studies on sustained effects at the end of compulsory schooling. This study reports on a 10‐year follow‐up of a widely used early literacy intervention, Reading Recovery. UK schools adopting Reading Recovery enrol selected teachers for a year’s training, afte…
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Reading intervention at age 6
One argument for early intervention for reading difficulties is that it can sustainably improve children’s reading competence trajectory (the ‘inoculation model’), but there are virtually no studies on sustained effects at the end of compulsory schooling. This study reports on a 10‐year follow‐up of a widely used early literacy intervention, Reading Recovery. UK schools adopting Reading Recovery enrol selected teachers for a year’s training, afte…
Understanding effects of Covid ‐19 on undergraduate academic stress, motivation and coping over time
The rapid and unprecedented shift from face‐to‐face instruction to remote online learning as a consequence of the COVID‐19 pandemic had a substantial impact on teaching and learning in Higher Education: students had to adapt to a new way of learning, away from typical campus settings and their peers, and to new forms of assessments. This study examined academic stress, learning strategies, motivation and ways of coping from a sample of 177 unique…
The effects of manipulating choice on children’s enjoyment and performance in a reading task
This study investigates effects of choice in a reading comprehension task. It hypothesises that choice will act as a trigger for situational interest, impacting engagement with the reading text, and will therefore improve children’s performance in a reading comprehension task, and promote higher levels of enjoyment for that task. Participants were 110 Grade 3 pupils (61 boys, 49 girls). Reading comprehension performance and task enjoyment were me…
Psychology (3 works) · Developmental psychology (2 works) · Mathematics education (2 works) · Social Psychology (2 works) · Clinical Psychology (1 work) · Cognitive psychology (1 work) · Communication (1 work) · Competence (human resources) (1 work) · Comprehension (1 work) · COVID-19 and Mental Health (1 work)