Dr Paula Clarke
Associate Professor in Childhood and Inclusive Education
I joined the School of Education in October 2009. Prior to this I was in the Centre for Reading and Language at the Department of Psychology, University of York. I also have experience of supporting children and young people with a range of learning and developmental profiles in school settings and charity play based provision.
My research uses psychological theory to inform the development of teaching and intervention approaches. I aim to help children engage with text and experience reading with meaning. My work promotes the development of rich mental representations and emphasizes exploration of ideas in multiple contexts and sharing perspectives. I am interested in how we assess and capture children’s understanding of text and how we can develop methodologies that are inclusive and accessible for all. My work is also concerned with research designs to evaluate the impact of educational interventions. I am experienced in using Randomised Controlled Trials (RCTs) and have a developing interest in Design-Based approaches for intervention development.
- I contributed to the design and development of reading interventions used by the Chilean Language And Reading Alliance (CLARA) https://www.psy.ox.ac.uk/research/snowling-group/wellcome-reading-and-language-project/language-and-reading-intervention-chile5
- REAding for CompreHension (REACH) Project in collaboration with Professor Maggie Snowling, Professor Charles Hulme, Glynnis Smith and Dr. Shirley-Anne Paul. This is an RCT of two evidence based interventions to improve the reading skills of pupils following transition into secondary school. The project was funded by the Education Endowment Foundation. The independent evaluation of the trial can be found here https://educationendowmentfoundation.org.uk/evaluation/projects/reach3.
- I am a member of the team working on Character Education and the Narnian Virtues project http://www.narnianvirtues.leeds.ac.uk/2.
- I am an Associate Editor for the Journal of Research in Reading.
- I regularly review articles for journals including JORSEN, JSLHR, Child Development Perspectives, IJLCD, Child Language, Child Language Teaching and Therapy, QJEP, Psychological Bulletin, IJSLP, Reading and Writing and International Journal of Research & Method in Education.
I lead the MA SEN programme and the PG Cert in Provision of Children with Developmental Disorders. I teach on BA (Hons) Childhood Studies, MA Special Education Needs, MA Childhood Studies, Red Kite SCITT, MA Education and Professional Enquiry. My area of specialism is psychological approaches to child development. The modules I teach cover the following areas:
- Learning theories
- Social Development
- Reading and Language Development
- Cognitive Development
- Ecological Approaches
- Teaching children with Learning Difficulties
- Research methods
I am keen to supervise EdD and PhD research in the areas of educational interventions, reading, language and memory skills, inclusive education and special educational needs.
My current postgraduate research students are:
Liza Ramli (Co-supervisor - Mary Chambers)
Liza is investigating preschool teachers' attitudes towards the introduction of Inclusive Education in Malaysia. https://pgrschoolofeducationleeds.wordpress.com/research-students/liza-isyqi-ramli/10
Laura is investigating the effectiveness of a private educational institution which offers out of school theatre and drama activities. https://pgrschoolofeducationleeds.wordpress.com/research-students/laura-holden/11
Rosemary Livesey (Co-supervisor - Valerie Farnsworth)
Rosemary is investigating affordances for creativity in upper primary mathematics lessons. http://www.education.leeds.ac.uk/people/academic/livesey/12
Lucy Taylor (Co-supervisor - Yvonne Griffiths)
Lucy is examining the relationships between primary school children's reading experiences and their free writing production. http://www.education.leeds.ac.uk/people/academic/taylor13
Judy Davies (Co-supervisor - Mary Chambers)
Judy is investigating how children with SLCN are supported through interdisciplinary and itinerant service delivery models, with particular focus on the role of the Early Childhood Special Educator.
Haifa Al Ghamdi (Lead supervisor - Martin Lamb)
Haifa is studying mindsets and motivation in second language learning.
Vicky Ringer (Lead supervisor – Yvonne Griffiths)
Developing Reading Comprehension (John Wiley & Sons, 2013),
A Reading and Language Intervention for Children with Down Syndrome. Teachers Handbook (Down Syndrome Education International, 2012),
‘Reading Intervention for Poor Readers at the Transition to Secondary School’, Scientific Studies of Reading, 21.5 (2017), 408-427,
DOI: 10.1080/10888438.2017.1318393, Repository URL: http://eprints.whiterose.ac.uk/116303/
‘A systematic review of reading interventions for secondary school students’, International Journal of Educational Research, 79 (2016), 116-127,
DOI: 10.1016/j.ijer.2016.05.011, Repository URL: http://eprints.whiterose.ac.uk/100107/
‘The Knowledge and Beliefs Concerning ADHD Held by parents of children with ADHD in Saudi Arabia’, AYER. International Journal of Human Field Studies, 1 (2015), 355-368,
‘The knowledge and beliefs concerning Attention Deficit Hyperactivity Disorder (ADHD) held by children with ADHD in Saudi Arabia’, Turkish International Journal of Special Education and Guidance & Counselling, 3.1 (2014), 1-12,
Repository URL: http://eprints.whiterose.ac.uk/84522/
‘How to promote independent reading and meaning’, Patio Education Journal - Brazil, 71 (2014),
‘Saudi Arabian Teachers’ Knowledge and Beliefs about ADHD’, Journal of the International Association of Special Education, 15.1 (2014), 67-74,
‘A design-based approach for research into deaf children’s reading comprehension’, Hillary Place Papers, 1.1 (2013),
‘Accessing, integrating and inhibiting word meaning in poor comprehenders’, Scientific Studies of Reading, 17.3 (2013), 177-198,
‘Recollection in adolescents with Autism Spectrum Disorder’, Cortex 2013, 1598-1609,
‘Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial’, J Child Psychol Psychiatry, 53.10 (2012), 1044,
‘Practitioner Talk on Deaf Children's Reading comprehension: Analysing Multiple Voices’, Deafness and Education International, 14.2 (2012), 100-120,
‘Accessing and selecting word meaning in autism spectrum disorder’, J Child Psychol Psychiatry, 52.9 (2011), 964-973,
‘Practioner Review. Reading Disorders: What are the effective interventions and how should they be applied and evaluated?’, Journal of Child Psychology, Psychiatry and Allied Disciplines., 52.1 (2011), 3-13,
‘The N400 effect in children: Relationships with comprehension, vocabulary and decoding’, Brain and Language, 117.2 (2011), 88-99,
‘Ameliorating children’s reading comprehension difficulties: A randomised controlled trial’, Psychological Science, 21.8 (2010), 1106-1116,
‘The poor comprehender profile: understanding and supporting individuals who have difficulties extracting meaning from text’, Adv Child Dev Behav, 39 (2010), 79-129,
‘Emotion recognition in faces and the use of visual context in young people with high functionning autism spectrum disorders’, Autism, 12 (2008), 607-626,
‘Dissecting the relationship between language skills and learning to read. Semantic and phonological contributions to new vocabulary learning in children with poor reading comprehension’, Advances in Speech-Language Pathology, 9 (2007), 131-139,
‘Patterns of reading ability in children with autism-spectrum disorder’, Journal of Autism & Developmental Disorders, 36 (2006), 911-919,
‘Production of the English past tense by children with language comprehension impairments’, Journal of Child Language, 32 (2005), 117-137,
‘Individual differences in RAN and reading: A response timing analysis’, Journal of Research in Reading, 28 (2005), 73-86,
‘Hidden language impairments in children: Parallels between poor reading comprehension and specific language impairment’, Journal of Speech, Language, and Hearing Research, 47 (2004), 199-211,
‘General cognitive ability in children with reading comprehension difficulties’, British Journal of Educational Psychology, 72 (2002), 549-560,
‘READING FOR MEANING" IN SPANISH: AN ADAPTATION OF EVIDENCE-BASED PROGRAM TO FOSTER READING COMPREHENSION’, in EDULEARN15: 7TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES ([n.pub.], 2015), 2011-2015,
Repository URL: http://eprints.whiterose.ac.uk/88523/
York Assessment of Reading for Comprehension: Secondary, (GL Assessment, 2010),
York Assessment of Reading for Comprehension: Early Reading, (GL Assessment, 2009),
York Assessment of Reading for Comprehension: Passage Reading, (GL Assessment, 2009),