Laura G Duncan
Biographic Data
| ID | 98591 |
|---|---|
| NAME | Laura G Duncan |
| GIVEN NAMES | Laura G |
| FAMILY NAME | Duncan |
| SIGNATURE | DUNCAN L G |
| AFFILIATIONS | University of Dundee |
| ORCID | 0000-0003-3573-5288 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Mind the Gap
Purpose: This mixed-methods study examined how teachers implement evidence-based components of beginning reading, how this relates to teachers’ literacy knowledge levels, and teachers’ own views on classroom practice. Method: An online survey reached 507 teachers (mean age = 40 years) who taught reading in the first three years of schooling, with quantitative items measuring the reported frequency of five instructional strands and open-ended ques…
Working with a young people's advisory panel to conduct educational research
Participatory Action Research (PAR) with young people aims to centre their knowledge and experience in research which is meaningful to them. In recent years, there has been an increase in PAR approaches within education, yet there is still a need for greater methodological insight into this approach. In this project, which explored adolescents’ reading motivation and engagement, a young people's advisory panel was convened to ensure the perspecti…
Approaches for supporting adolescents’ reading motivation
Research has consistently demonstrated declines in reading motivation and engagement from childhood to adolescence, with current levels of reading enjoyment and engagement among adolescents at an all-time low. This has led to increased interest in approaches for supporting adolescents’ reading motivation. To date, efforts to support adolescent reading motivation have utilized a variety of approaches, yet there is currently no review which synthes…
Phonemic—Morphemic dissociation in university students with dyslexia
Adolescent reading skill and engagement with digital and traditional literacies as predictors of reading comprehension
This study investigates the concurrent predictors of adolescent reading comprehension (literal, inferential) for fiction and non-fiction texts. Predictors were examined from the cognitive (word identification, reading fluency), psychological (gender), and ecological (print exposure) domains. Print exposure to traditional and digital texts was surveyed using a diary method of reading habits. A cross-sectional sample of 312 students in early (11-13…
Pooled energy budget and human life history
Human life history contains a series of paradoxes not easily explained by classical life history theory. Although overall reproductive output is higher than in related primates, juvenile growth is slower and age-specific reproductive rates decline faster with age. A simple energetic model would predict that growth and reproductive rates should be positively correlated and that reproductive effort should not decelerate with age. The pattern of neg…
Rimes and superrimes
The study investigated the extension of rhyme awareness to disyllabic stimuli. Three experiments are reported which examine the disyllabic rhyme production skills of adults and of children in their first, second or third year of schooling. Stress pattern and phonological rime and superrime neighbourhood density were manipulated. Rhyming skills were influenced by stress pattern. With initial stress, rhyming responses were based predominantly on th…
Differing sequences of metaphonological development in French and English
Phonological awareness is thought to become increasingly analytic during early childhood. This study examines whether the proposed developmental sequence (syllable→onset-rime→phoneme) varies according to the characteristics of a child's native language. Experiment 1 compares the phonological segmentation skills of English speakers aged 4;11 ( N =10), 5;3 ( N =21), and 6;5 ( N =23) and French speakers aged 5;6 ( N =35), and 6;8 ( N =34). Experimen…
Socio-economic differences in foundation-level literacy
The foundation literacy skills of children from differing socio-economic backgrounds were investigated in a cross-sectional study. The children were aged between 4 and 8 years and attended Nursery or Primary 1, 2 or 3 classes. Low socio-economic status (SES) was associated with impairments for chronological age in letter knowledge as well as in both logographic and alphabetic foundation components. There was also an effect on metaphonological ski…
Socio-economic differences in foundation-level literacy
The foundation literacy skills of children from differing socio-economic backgrounds were investigated in a cross-sectional study. The children were aged between 4 and 8 years and attended Nursery or Primary 1, 2 or 3 classes. Low socio-economic status (SES) was associated with impairments for chronological age in letter knowledge as well as in both logographic and alphabetic foundation components. There was also an effect on metaphonological ski…
Adolescent reading skill and engagement with digital and traditional literacies as predictors of reading comprehension
This study investigates the concurrent predictors of adolescent reading comprehension (literal, inferential) for fiction and non-fiction texts. Predictors were examined from the cognitive (word identification, reading fluency), psychological (gender), and ecological (print exposure) domains. Print exposure to traditional and digital texts was surveyed using a diary method of reading habits. A cross-sectional sample of 312 students in early (11-13…
Socio-economic differences in foundation-level literacy
The foundation literacy skills of children from differing socio-economic backgrounds were investigated in a cross-sectional study. The children were aged between 4 and 8 years and attended Nursery or Primary 1, 2 or 3 classes. Low socio-economic status (SES) was associated with impairments for chronological age in letter knowledge as well as in both logographic and alphabetic foundation components. There was also an effect on metaphonological ski…
Differing sequences of metaphonological development in French and English
Phonological awareness is thought to become increasingly analytic during early childhood. This study examines whether the proposed developmental sequence (syllable→onset-rime→phoneme) varies according to the characteristics of a child's native language. Experiment 1 compares the phonological segmentation skills of English speakers aged 4;11 ( N =10), 5;3 ( N =21), and 6;5 ( N =23) and French speakers aged 5;6 ( N =35), and 6;8 ( N =34). Experimen…
Rimes and superrimes
The study investigated the extension of rhyme awareness to disyllabic stimuli. Three experiments are reported which examine the disyllabic rhyme production skills of adults and of children in their first, second or third year of schooling. Stress pattern and phonological rime and superrime neighbourhood density were manipulated. Rhyming skills were influenced by stress pattern. With initial stress, rhyming responses were based predominantly on th…
Pooled energy budget and human life history
Human life history contains a series of paradoxes not easily explained by classical life history theory. Although overall reproductive output is higher than in related primates, juvenile growth is slower and age-specific reproductive rates decline faster with age. A simple energetic model would predict that growth and reproductive rates should be positively correlated and that reproductive effort should not decelerate with age. The pattern of neg…
Adolescent reading skill and engagement with digital and traditional literacies as predictors of reading comprehension
This study investigates the concurrent predictors of adolescent reading comprehension (literal, inferential) for fiction and non-fiction texts. Predictors were examined from the cognitive (word identification, reading fluency), psychological (gender), and ecological (print exposure) domains. Print exposure to traditional and digital texts was surveyed using a diary method of reading habits. A cross-sectional sample of 312 students in early (11-13…
Phonemic—Morphemic dissociation in university students with dyslexia
Approaches for supporting adolescents’ reading motivation
Research has consistently demonstrated declines in reading motivation and engagement from childhood to adolescence, with current levels of reading enjoyment and engagement among adolescents at an all-time low. This has led to increased interest in approaches for supporting adolescents’ reading motivation. To date, efforts to support adolescent reading motivation have utilized a variety of approaches, yet there is currently no review which synthes…
Working with a young people's advisory panel to conduct educational research
Participatory Action Research (PAR) with young people aims to centre their knowledge and experience in research which is meaningful to them. In recent years, there has been an increase in PAR approaches within education, yet there is still a need for greater methodological insight into this approach. In this project, which explored adolescents’ reading motivation and engagement, a young people's advisory panel was convened to ensure the perspecti…
Mind the Gap
Purpose: This mixed-methods study examined how teachers implement evidence-based components of beginning reading, how this relates to teachers’ literacy knowledge levels, and teachers’ own views on classroom practice. Method: An online survey reached 507 teachers (mean age = 40 years) who taught reading in the first three years of schooling, with quantitative items measuring the reported frequency of five instructional strands and open-ended ques…
Psychology (7 works) · Reading and Literacy Development (6 works) · Linguistics (5 works) · Developmental psychology (4 works) · Literacy (4 works) · Child Development and Digital Technology (3 works) · Cognition (3 works) · Cognitive psychology (3 works) · Language Development and Disorders (3 works) · Pedagogy (3 works)