Fellow of the Academy of Social Sciences, United Kingdom
Her primary areas of investigation include Developmental psychology, Specific language impairment, Literacy, Noise and Language disorder. Semantics is closely connected to Vocabulary in her research, which is encompassed under the umbrella topic of Developmental psychology. Her Specific language impairment research includes themes of Language acquisition, Language development, Written language, Syntax and Spelling.
Julie E. Dockrell has researched Noise in several fields, including Pedagogy and Audiology. Her research investigates the connection between Language disorder and topics such as Comprehension that intersect with issues in Set, Referent, Conversation and Variety. Julie E. Dockrell works mostly in the field of Numeracy, limiting it down to topics relating to Curriculum and, in certain cases, Mathematics education and Medical education, as a part of the same area of interest.
Julie E. Dockrell mostly deals with Developmental psychology, Pedagogy, Specific language impairment, Mathematics education and Literacy. Her research integrates issues of Intervention, Vocabulary and Cognition, Language disorder in her study of Developmental psychology. Her Vocabulary research integrates issues from Semantics and Reading.
In Pedagogy, she works on issues like Medical education, which are connected to Special education and Special educational needs. Her Specific language impairment research is multidisciplinary, relying on both Spelling, Phonology and Verb. The concepts of her Mathematics education study are interwoven with issues in Test and Noise.
Developmental psychology, Spelling, Mathematics education, Developmental language disorder and Psychological intervention are her primary areas of study. Her work on Emotional competence as part of general Developmental psychology study is frequently linked to Perspective, therefore connecting diverse disciplines of science. Julie E. Dockrell interconnects Cross linguistic, Reading comprehension, Reading and Fluency in the investigation of issues within Spelling.
Her research in Mathematics education intersects with topics in Path analysis and Handwriting. Her Psychological intervention research incorporates elements of Longitudinal study, Intervention, Emotion recognition, Medical education and Anger. Her Intervention study combines topics in areas such as Tier 2 network and Language disorder.
Julie E. Dockrell spends much of her time researching Developmental psychology, Cognition, Specific language impairment, Active listening and Vocabulary. Her work on Autism spectrum disorder is typically connected to Mainstream as part of general Developmental psychology study, connecting several disciplines of science. Her study in the field of Cognitive skill also crosses realms of Needs assessment.
Her Specific language impairment research incorporates themes from Longitudinal study and Emotional competence. As part of the same scientific family, Julie E. Dockrell usually focuses on Active listening, concentrating on Handwriting and intersecting with Working memory. Her study in the field of Lexical acquisition is also linked to topics like Development.
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THE EFFECTS OF NOISE ON CHILDREN AT SCHOOL: A REVIEW
Bridget M Shield;Julie E Dockrell.
Building Acoustics (2003)
The effects of environmental and classroom noise on the academic attainments of primary school children
Bridget M. Shield;Julie E. Dockrell.
Journal of the Acoustical Society of America (2008)
External and internal noise surveys of London primary schools.
Bridget Shield;Julie E. Dockrell.
Journal of the Acoustical Society of America (2004)
Acoustical barriers in classrooms: the impact of noise on performance in the classroom
Julie E. Dockrell;Bridget M. Shield.
British Educational Research Journal (2006)
The behaviour and self-esteem of children with specific speech and language difficulties
Geoff Lindsay;Julie E. Dockrell.
British Journal of Educational Psychology (2000)
Longitudinal patterns of behaviour problems in children with specific speech and language difficulties : child and contextual factors
Geoff. Lindsay;Julie E. Dockrell;Steve. Strand.
British Journal of Educational Psychology (2007)
The slow handwriting of undergraduate students constrains overall performance in exam essays
Vincent Connelly;Julie E. Dockrell;Jo Barnett.
Educational Psychology (2005)
Children's Learning Difficulties: A Cognitive Approach
Julie Dockrell;John McShane.
The Nature of Written Language Deficits in Children With SLI
Clare Mackie;Julie E. Dockrell.
Journal of Speech Language and Hearing Research (2004)
Children with Specific Speech and Language Difficulties—the teachers' perspective
Julie E. Dockrell;Geoff Lindsay.
Oxford Review of Education (2001)
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