HANNAH NASH
Biographic Data
| ID | 9285455 |
|---|---|
| NAME | HANNAH NASH |
| GIVEN NAMES | HANNAH |
| FAMILY NAME | NASH |
| SIGNATURE | NASH H |
| AFFILIATIONS | University of Leeds |
| ORCID | 0000-0002-4357-945X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Predicting reading outcomes in school starters using a computer assisted dynamic assessment of decoding
Early and accurate identification of children at risk of reading difficulties is essential for ensuring timely and appropriate educational support. Traditional screening tools are static, measuring only current knowledge. As a result, poor performance may reflect either a specific learning difficulty such as dyslexia or limited prior learning opportunities, making accurate identification challenging. This study examined the potential of a compute…
The longer-term impacts of the Covid-19 pandemic on children's speech and language development: A reflexive thematic analysis of teacher perspectives
The social restrictions associated with the COVID-19 pandemic affected the learning opportunities of children worldwide. The majority of children aged 0–4 years during that time could not attend preschool settings, including nurseries, childminders and social groups, which are important sources of social interaction necessary for language development. Studies have shown that this negatively affected the early language skills of babies born at the…
Does Dynamic Assessment Offer An Alternative Approach to Identifying Reading Disorder? A Systematic Review
Traditional static tests of reading and reading-related skills offer some ability to predict future reading performance, though such screeners may misclassify children with or at risk of reading disorder (RD). Dynamic assessment (DA) is an alternative approach that measures learning potential and may be less dependent on learning background. A systematic review was carried out to examine the ability of DA to classify children with or at risk of R…
The benefit of orthographic support for oral vocabulary learning in children with Down syndrome
Children with Down syndrome typically have weaknesses in oral language, but it has been suggested that this domain may benefit from learning to read. Amongst oral language skills, vocabulary is a relative strength, although there is some evidence of difficulties in learning the phonological form of spoken words. This study investigated the effect of orthographic support on spoken word learning with seventeen children with Down syndrome aged seven…
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The benefit of orthographic support for oral vocabulary learning in children with Down syndrome
Children with Down syndrome typically have weaknesses in oral language, but it has been suggested that this domain may benefit from learning to read. Amongst oral language skills, vocabulary is a relative strength, although there is some evidence of difficulties in learning the phonological form of spoken words. This study investigated the effect of orthographic support on spoken word learning with seventeen children with Down syndrome aged seven…
Does Dynamic Assessment Offer An Alternative Approach to Identifying Reading Disorder? A Systematic Review
Traditional static tests of reading and reading-related skills offer some ability to predict future reading performance, though such screeners may misclassify children with or at risk of reading disorder (RD). Dynamic assessment (DA) is an alternative approach that measures learning potential and may be less dependent on learning background. A systematic review was carried out to examine the ability of DA to classify children with or at risk of R…
Predicting reading outcomes in school starters using a computer assisted dynamic assessment of decoding
Early and accurate identification of children at risk of reading difficulties is essential for ensuring timely and appropriate educational support. Traditional screening tools are static, measuring only current knowledge. As a result, poor performance may reflect either a specific learning difficulty such as dyslexia or limited prior learning opportunities, making accurate identification challenging. This study examined the potential of a compute…
The longer-term impacts of the Covid-19 pandemic on children's speech and language development: A reflexive thematic analysis of teacher perspectives
The social restrictions associated with the COVID-19 pandemic affected the learning opportunities of children worldwide. The majority of children aged 0–4 years during that time could not attend preschool settings, including nurseries, childminders and social groups, which are important sources of social interaction necessary for language development. Studies have shown that this negatively affected the early language skills of babies born at the…
Language Development and Disorders (2 works) · Reading and Literacy Development (2 works) · Assistive Technology in Communication and Mobility (1 works) · Child Development and Digital Technology (1 works) · Decoding methods (1 works) · Developmental psychology (1 works) · Dynamic assessment (1 works) · Early Childhood Education and Development (1 works) · Educational and Psychological Assessments (1 works) · EFL/ESL Teaching and Learning (1 works)