Dr Shirley-Anne Paul
I am currently working as Research Fellow on the Narnian Virtues Character Education research project, in collaboration with Professor Mark Pike (Principle Investigator), Professor Thomas Lickona (Co-Investigator), Dr Peter Hart (Research Fellow), Dr Paula Clarke, and Dr Matt Homer. The project is funded by £1.1M from the Sir John Templeton Foundation (2014-2019) and is an intervention aimed at developing the virtues of wisdom, love, justice, integrity, self-control and fortitude in young people aged 11 - 14 as they read and respond to three of the Narnia novels by C.S. Lewis. The project website can be accessed here.
Previously I worked as Post-Doctoral Research Fellow on an AHRC funded project entitled 'Translating Science for Young People', in collaboration with Professor Alice Deignan (Principle Investigator), Professor Elena Semino (Co-Investigator), and Dr Indi Banner (Co-Investigator). The aim of the project was to identify how scientific knowledge relating to the topic of climate change is translated (or possibly mistranslated), across genres, and in texts accessed by young people aged 11-16 in the UK. The project website can be accessed here.
Prior to this I worked as Research Officer on the REAding for CompreHension (REACH) Project in collaboration with Professor Maggie Snowling, Professor Charles Hulme, Dr Paula Clarke, and Glynnis Smith. This was a Randomised Controlled Trial (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 project was independently evaluated by the IFS, their evaluation report can be accessed here.
I studied for my PhD at The University of Dundee. For my PhD I utilised the eye-tracking methodology to investigate the visual-cognitive processes which underlie written language processing in typical adult readers. Specifically, I explored possible mechanisms underpinning the word-predictability effect, as well as whether the reading process is inherently serial or parallel in nature. My thesis was accepted with no formal corrections to be made.
Following the completion of my PhD, I began an ESRC-funded Post-Doctoral Research Fellowship at the University of Edinburgh. During the fellowship, I investigated the binocular foveation strategies in reading, in younger and older adults.
My current research includes psychological and educational approaches to reading and language support (http://pearlsgroup.wordpress.com/) and applications of corpus linguistics to the study of metaphor.
PRINCE 2 Foundation and Practitioner certificates in Project Management. The Chartered Institute for IT (2015).
PhD in Psychology (thesis title: 'An eye-movement analysis of the word-predictability effect'). University of Dundee (2011). An electronic copy of my PhD thesis can be accessed here: http://discovery.dundee.ac.uk/portal/files/1199094/Paul_phd_2010.pdf
Master of Science Degree in Psychological Research Methods: Passed with Distinction. University of Dundee (2006).
Master of Arts Degree (with Honours) in Psychology: First Class. University of Dundee (2004).
British Council/Newton Fund Travel Grant to attend workshop on ‘Improving Literacy: Understanding Reading Development and Reading Difficulties across the Lifespan’ in Tianjin, China (2016).
Experimental Psychology Society Grindley Grant for conference attendance: £500 (2013)
ESRC Training Bursary to attend a 2-day course on 'Introduction to modelling in R'; £997 (August 2011).
ESRC 1-year Post-Doctoral Research Fellowship (PTA-026-27-2816). Project title and award amount: ‘How do average- and highly-skilled readers differ in utilising contextual support in reading?’; £85, 365 (December 2010- November 2011).
ESRC 1+3 (open competition) scholarship (PTA- 030-2005-00772) (October 2005-September 2009).
Research, Teaching and Administrative Experience
Post-Doctoral Research Fellow (Translating Science for Young People project): University of Leeds (January 2015 - July 2016).
Research Officer (REACH project): University of Leeds (June 2013 - April 2015).
Teaching Co-ordinator in Psychology: University of Edinburgh (August 2012 - May 2013).
ESRC Post-Doctoral Research Fellow: University of Edinburgh (Dec 2010 - Nov 2011).
On-line Lecturer in Cognitive Psychology: Discover learning at Dundee, University of Dundee (June 2009 – June 2010).
2nd Year Psychology Course-Work Marker: University of Dundee (September 2005 – March 2010).
1st Year Psychology Research Methods Demonstrator and Marker: University of Dundee (September 2009 – March 2010).
Lecturer in Cognitive Psychology: University of Dundee Wider Access Summer School (June 2007 - August 2010).
Demonstrator in 2-day Introduction to Statistics course (aimed at postgraduates and postdoctorates): Generic Skills, University of Dundee (November, 2006 - January, 2010).
Conference, Workshop, and Impact Event Presentations
Pike, M., Lickona, T., Paul, S-A.S., & Hart, P. (2017) ‘Narnian Virtues: Character Education and the Potential of the Parent-School Partnership’. Paper presented at Character, Wisdom and Virtue, Fifth Annual Conference of the Jubilee Centre for Character and Virtue, Oriel College, Oxford.
Paul, S-A.S., Clarke, P.J., Hulme, C., Smith, G., & Snowling, M. (2016). An evaluation of intervention approaches designed to improve the reading skills of pupils in the transition to UK secondary schools. Paper presented at Improving Literacy: Understanding Reading Development and Reading Difficulties across the Lifespan workshop, September, Tianjin Normal University, Tianjin, China.
Paul, S-A.S., Clarke, P.J., Hulme, C., Smith, G., & Snowling, M. (2016). An evaluation of intervention approaches designed to improve the reading skills of pupils in the transition to UK secondary schools. Invited Symposium. Developmental Section Annual Conference of The British Psychological Society, September, Hilton, Belfast, UK.
Paul, S-A.S., Clarke, P.J., Hulme, C., Smith, G., & Snowling, M. (2016). Evaluating Methods to Support the Reading Skills of Pupils with Reading Difficulties in the Transition to Secondary School. Paper presented at the Twenty-Third Annual Meeting of the Society for the Scientific Study of Reading, July, University of Porto, Porto, Portugal.
Diegnan, A., Paul, S-A.S., & Semino, E. (2016). Metaphors for climate change in media texts for young people. Paper presented at the 11th Conference of the Association for Researching and Applying Metaphor (Metaphor in the Arts, in Media and Communication), July, Free University, Berlin, Germany.
Paul, S-A.S. (2016). Overview of Project and Methodology Used. Presentation delivered at Translating Climate Science for Young People Impact Event, 27th June, Royal Society, London, UK.
Banner, I., & Paul, S-A.S. (2016). Young People's Conceptions and Alternative Conceptions about Climate Change. Presentation delivered at Translating Climate Science for Young People Impact Event, 27th June, Royal Society, London, UK.
Banner, I., Diegnan, A., Paul, S-A.S., & Semino, E. (2015). Translating Science for Young People Through Metaphor. Paper presented at RaAM Specialized Seminar on Metaphors in/and/of Translation, June, University of Leiden, Leiden, Netherlands.
Paul, S-A.S. (2014). Introduction to Eye-tracking in Language Research. Presentation delivered at Working with Eye-tracking workshop (Multimodality in Language Research Event), 25th June, University of Leeds, Leeds, UK.
Paul, S-A.S, Clarke, P.J., Hulmes, C., Snowling, M., & Smith, G. (2014). Supporting pupils with reading difficulties in the transition to secondary school. Paper presented at Centre for Reading and Language Summer Workshop, June, Department of Psychology, University of York, York, UK.
Paul, S-A.S, & Clarke, P.J. (2014). Evaluating school based approaches to supporting literacy and language comprehension. Paper presented at Diversities: languages, homes, communities and classrooms seminar, May, University of Leeds, Leeds, UK.
Paul, S-A.S, Obregon, M., & Shillcock, R. (2013). Different binocular foveal strategies in reading; younger and older readers. Poster presented at the 17th European Conference on Eye Movements, August, Lund University, Lund, Sweden.
Paul, S-A.S, Murray, W.S., & Kennedy, A. (2011). Explorations of the word-predictability effect: Is it really predictability? Paper presented at the 16th European Conference on Eye Movements, August, University of Provence, Marseille, France.
Paul, S-A.S, Murray, W.S., & Kennedy, A. (2011). Is the word-predictability effect an effect of predictability? Paper presented at Experimental Psychology Society meeting, July, University of Nottingham, Nottingham, UK.
Paul, S-A.S., Kennedy, A. & Murray, W.S. (2009). Is the word-predictability effect modulated by parafoveal preview information? Poster presented at the 15th European Conference on Eye Movements, August, University of Southampton, Southampton, UK.
Paul, S-A.S., Kennedy, A. & Murray, W.S. (2009). Exploring the word-predictability effect. Paper presented at Psycholinguistics in Flanders, May, University of Antwerp, Antwerp, Belgium.
Paul, S-A.S., Kennedy, A. & Murray, W.S. (2008). Exploring the word-predictability effect. Paper presented at The British Psychological Society, Scotland Annual Conference, November, Clydebank, UK.
Paul, S-A.S., Kennedy, A. & Murray, W.S. (2007). Evidence for frequency and predictability interactions on word processing times. Poster presented at the 14th European Conference on Eye Movements, August, University of Postdam, Potsdam, Germany.
Conference and Impact Event Organisation
Translating Climate Science for Young People Impact Event, 27th June 2016, Royal Society, London, UK. http://translatingscience.leeds.ac.uk/category/events/
Multimodality in Language Research (Early Career Researcher Event, funded by the British Academy), 24-26th June 2014, University of Leeds, Leeds, UK. http://multimodalityleeds.wordpress.com/
I am a regular reviewer for the Journal of Research in Reading.
I contribute to the teaching of two modules: Investigating Language for TESOL (MA level) and Psychological Approaches to Understanding and Supporting Children’s Learning (UG level 2).
I also supervise UG, MA, and PhD dissertation students.
‘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/
‘Frequency and predictability effects in the Dundee Corpus: An eye movement analysis’, Quarterly Journal of Experimental Psychology (Special Issue on Serial and Parallel Processing in Reading)., 66.3 (2013), 601-618,
[Review of the book Metaphor and Entertainment. A Corpus-Based Approach to Language in Chinese Online News, by Han, C. (2014)], in Metaphor and the Social World, (John Benjamins Publishing, 2016) 6.2: 345-351.,