Johny Daniel
Biographic Data
| ID | 6605338 |
|---|---|
| NAME | Johny Daniel |
| GIVEN NAMES | Johny |
| FAMILY NAME | Daniel |
| SIGNATURE | DANIEL J |
| AFFILIATIONS | Durham University |
| ORCID | 0000-0002-5057-9933 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Teacher knowledge of foundational reading instruction in Taiwan
Teacher knowledge forms the foundation for implementing the science of reading (SOR) in classrooms, shaping instructional practices and influencing student outcomes. While considerable research has examined teacher knowledge in alphabetic languages, limited attention has been given to non-alphabetic languages, including Chinese. Despite the distinct linguistic features of Chinese and the growing body of Chinese SOR literature, valid and reliable …
Reading gains and gaps
This study examined the reading outcomes associated with a 10-week, multicomponent reading intervention designed for Year 4 and 5 students with persistent reading difficulties. Developed using principles from the science of reading and aligned with current recommendations, the program integrated decoding, fluency, vocabulary, and comprehension strategy instruction. Five students participated in a single-case AB design study. Visual analyses of da…
Specific Learning Difficulties
This study investigates disparities in the identification of specific learning difficulties (SpLD) in England. We estimated multilevel logistic regression models on National Pupil Database records for approximately 540,000 Year 6 students across 14,800 schools. Student-level predictors included academic performance in reading and math, gender, English as an additional language (EAL) status, mobility status, and individual economic deprivation ind…
A synthesis of the effects of summer interventions on secondary students with or at-risk of reading difficulties
Students who are at-risk of academic underachievement demonstrate comparable academic growth to their typically developing peers during the academic school year. However, research has consistently shown that these students experience significant learning loss during the summer months, averaging a decline of 3–4 months of academic progress and knowledge. While substantial funding has been allocated to support summer instruction, there remains a la…
A Comparative Analysis of Preservice Teachers’ Knowledge of Reading Instruction and Their Confidence in Supporting Struggling Readers
This study examines the knowledge and preparedness of preservice teachers in India and England regarding the teaching of foundational reading skills. Recognising the critical role of teachers in preventing reading difficulties through explicit instruction in phonics, vocabulary knowledge, and reading comprehension strategies, we aimed to compare preservice teachers’ knowledge in these areas between the two countries. A survey was developed for th…
Identifying students with dyslexia
Early identification plays a crucial role in providing timely support to students with learning disabilities, such as dyslexia, in order to overcome their reading difficulties. However, there is significant variability in the methods used for identifying dyslexia. This study aimed to explore and understand the practices of dyslexia identification in the UK. A survey was conducted among 274 dyslexia professionals, including educational psychologis…
Exploring reading profiles of rural school students
This study investigates the reading profiles of rural Grade 5 and 6 students ( N = 262), a sample with a high proportion of English language learners. We administered a battery of reading and cognitive assessments to classify students’ reading profiles and evaluate if performance on cognitive measures predicted membership in particular profiles. Data were analyzed using latent profile analysis. Latent profile analysis showed four distinct reading…
A meta-analysis of the effects of academic interventions on academic achievement and academic anxiety outcomes in elementary school children
The Importance of Baseline Word Reading Skills in Examining Student Response to a Multicomponent Reading Intervention
To address the needs of a diverse group of students with reading difficulties, a majority of researchers over the last decade have designed and implemented multicomponent reading interventions (MCRIs) that provide instruction in multiple areas of reading yielding mixed results. The current study evaluates whether students’ baseline word reading skills predict their response to a MCRI. Data from a randomized controlled trial for third- and fourth-…
Examining the Effects of Integrating Anxiety Management Instruction Within a Reading Intervention for Upper Elementary Students With Reading Difficulties
We present findings from the first cohort of third- and fourth-grade students with reading difficulties (128 students from 31 classrooms) who participated in a 2-year intervention examining the effects of a reading intervention with and without anxiety management. Using a randomized controlled trial, students were assigned to one of three conditions: (a) small-group reading intervention with anxiety management instruction (RANX), (b) small-group …
Longitudinal Models of Reading and Mathematics Achievement in Deaf and Hard of Hearing Students
Deaf and hard of hearing (DHH) students often experience systemic barriers to academic success, especially low expectations of what they know and can do. Longitudinal data analysis is critical to understanding how academic achievement for DHH students progresses over time and where they may need additional support on their academic journey to achieve at the level of their hearing peers. This study provides an analysis of NWEA MAP® GrowthTM data f…
A Synthesis of the Sustainability of Remedial Reading Intervention Effects for Struggling Adolescent Readers
A majority of reading-related intervention studies aiming to remediate struggling readers’ reading outcomes assess student performance immediately following the conclusion of an intervention to determine intervention effects. Few studies collect follow-up data to measure the long-term sustainability of treatment effects. Hence, the aim of the current synthesis was to examine follow-up intervention effects of reading interventions involving adoles…
No prominent works on this page.
A Synthesis of the Sustainability of Remedial Reading Intervention Effects for Struggling Adolescent Readers
A majority of reading-related intervention studies aiming to remediate struggling readers’ reading outcomes assess student performance immediately following the conclusion of an intervention to determine intervention effects. Few studies collect follow-up data to measure the long-term sustainability of treatment effects. Hence, the aim of the current synthesis was to examine follow-up intervention effects of reading interventions involving adoles…
A meta-analysis of the effects of academic interventions on academic achievement and academic anxiety outcomes in elementary school children
The Importance of Baseline Word Reading Skills in Examining Student Response to a Multicomponent Reading Intervention
To address the needs of a diverse group of students with reading difficulties, a majority of researchers over the last decade have designed and implemented multicomponent reading interventions (MCRIs) that provide instruction in multiple areas of reading yielding mixed results. The current study evaluates whether students’ baseline word reading skills predict their response to a MCRI. Data from a randomized controlled trial for third- and fourth-…
Examining the Effects of Integrating Anxiety Management Instruction Within a Reading Intervention for Upper Elementary Students With Reading Difficulties
We present findings from the first cohort of third- and fourth-grade students with reading difficulties (128 students from 31 classrooms) who participated in a 2-year intervention examining the effects of a reading intervention with and without anxiety management. Using a randomized controlled trial, students were assigned to one of three conditions: (a) small-group reading intervention with anxiety management instruction (RANX), (b) small-group …
Longitudinal Models of Reading and Mathematics Achievement in Deaf and Hard of Hearing Students
Deaf and hard of hearing (DHH) students often experience systemic barriers to academic success, especially low expectations of what they know and can do. Longitudinal data analysis is critical to understanding how academic achievement for DHH students progresses over time and where they may need additional support on their academic journey to achieve at the level of their hearing peers. This study provides an analysis of NWEA MAP® GrowthTM data f…
Exploring reading profiles of rural school students
This study investigates the reading profiles of rural Grade 5 and 6 students ( N = 262), a sample with a high proportion of English language learners. We administered a battery of reading and cognitive assessments to classify students’ reading profiles and evaluate if performance on cognitive measures predicted membership in particular profiles. Data were analyzed using latent profile analysis. Latent profile analysis showed four distinct reading…
Identifying students with dyslexia
Early identification plays a crucial role in providing timely support to students with learning disabilities, such as dyslexia, in order to overcome their reading difficulties. However, there is significant variability in the methods used for identifying dyslexia. This study aimed to explore and understand the practices of dyslexia identification in the UK. A survey was conducted among 274 dyslexia professionals, including educational psychologis…
A synthesis of the effects of summer interventions on secondary students with or at-risk of reading difficulties
Students who are at-risk of academic underachievement demonstrate comparable academic growth to their typically developing peers during the academic school year. However, research has consistently shown that these students experience significant learning loss during the summer months, averaging a decline of 3–4 months of academic progress and knowledge. While substantial funding has been allocated to support summer instruction, there remains a la…
A Comparative Analysis of Preservice Teachers’ Knowledge of Reading Instruction and Their Confidence in Supporting Struggling Readers
This study examines the knowledge and preparedness of preservice teachers in India and England regarding the teaching of foundational reading skills. Recognising the critical role of teachers in preventing reading difficulties through explicit instruction in phonics, vocabulary knowledge, and reading comprehension strategies, we aimed to compare preservice teachers’ knowledge in these areas between the two countries. A survey was developed for th…
Teacher knowledge of foundational reading instruction in Taiwan
Teacher knowledge forms the foundation for implementing the science of reading (SOR) in classrooms, shaping instructional practices and influencing student outcomes. While considerable research has examined teacher knowledge in alphabetic languages, limited attention has been given to non-alphabetic languages, including Chinese. Despite the distinct linguistic features of Chinese and the growing body of Chinese SOR literature, valid and reliable …
Reading gains and gaps
This study examined the reading outcomes associated with a 10-week, multicomponent reading intervention designed for Year 4 and 5 students with persistent reading difficulties. Developed using principles from the science of reading and aligned with current recommendations, the program integrated decoding, fluency, vocabulary, and comprehension strategy instruction. Five students participated in a single-case AB design study. Visual analyses of da…
Specific Learning Difficulties
This study investigates disparities in the identification of specific learning difficulties (SpLD) in England. We estimated multilevel logistic regression models on National Pupil Database records for approximately 540,000 Year 6 students across 14,800 schools. Student-level predictors included academic performance in reading and math, gender, English as an additional language (EAL) status, mobility status, and individual economic deprivation ind…
Reading and Literacy Development (9 works) · Psychology (8 works) · Developmental psychology (6 works) · Linguistics (6 works) · Mathematics education (6 works) · Reading (process) (5 works) · Educational and Psychological Assessments (3 works) · Intervention (counseling) (3 works) · Learning disability (3 works) · Psycholinguistics (3 works)