World's Best Scientists 2026 revealed!

D-Index & Metrics

Social Sciences and Humanities

D-Index
36
Citations
7052
World Ranking
6424
National Ranking
1036

Overview

Margaret Harris is affiliated with Oxford Brookes University in the United Kingdom. Their research spans several fields including Social Sciences, Psychology, and Medicine, with notable contributions in Developmental and Educational Psychology, Sociology and Political Science, Pulmonary and Respiratory Medicine, Finance, and Pediatrics, Perinatology and Child Health.

The scientist's work covers a range of topics primarily focused on the Nonprofit Sector and Volunteering, Language Development and Disorders, Hearing Impairment and Communication, Reading and Literacy Development, Community Development and Social Impact, Religion, Society, and Development, as well as Infant Development and Preterm Care.

Recent papers include:

  • The effects of prematurity and socioeconomic deprivation on early speech perception: A story of two different delays, 2020, Developmental Science
  • Speechreading Ability Is Related to Phonological Awareness and Single-Word Reading in Both Deaf and Hearing Children, 2020, Journal of Speech Language and Hearing Research
  • Familiar Patterns and New Initiatives: UK Civil Society and Government Initial Responses to the Covid-19 Crisis, 2021, Nonprofit Policy Forum
  • Uncovering the role of sleep and exercise in the transition from acute to persistent pain, 2021, Brain Behavior and Immunity
  • Can community-based organisations be 'managed'? An exploration, 2022, Voluntary Sector Review

Frequent co-authors in their publications include Carl Milofsky, Sara Thorpe, Nayeli Gonzalez-Gomez, Frances O'Brien, and Elizabeth Worster.

The research output appears in several publication venues with multiple articles in Voluntary Sector Review and CHEST Journal, alongside works published in Developmental Science, Journal of Speech Language and Hearing Research, and Nonprofit Policy Forum.

Best Publications

  • Early Lexical Development and Maternal Speech: A Comparison of Children's Initial and Subsequent Uses of Words.

    Martyn Barrett;Margaret Harris;Joan Chasin

  • Concurrent correlates and predictors of reading and spelling achievement in deaf and hearing school children.

    Fiona E. Kyle;Margaret Harris

  • Language Experience and Early Language Development: From Input to Uptake

    Margaret Harris

  • Predictors of reading development in deaf children: a 3-year longitudinal study.

    Fiona E. Kyle;Margaret Harris

  • Success and failure in learning to read: The special case (?) of deaf children.

    Marc Marschark;Margaret Harris

  • Language Processing in Children and Adults: An Introduction

    Margaret Harris;Max Coltheart

  • Implicit Phonological Awareness and Early Reading Development in Prelingually Deaf Children

    Margaret Harris;John R. Beech

  • Reading abilities after cochlear implantation: the effect of age at implantation on outcomes at 5 and 7 years after implantation

    Sue Archbold;Margaret Harris;Gerard O’Donoghue;Thomas Nikolopoulos

  • Electric vehicle drivers' reported interactions with the public: Driving stereotype change?

    Mark Burgess;Naomi King;Margaret Harris;Elisa Lewis

  • Deaf Children's Use of Phonological Coding: Evidence from Reading, Spelling, and Working Memory

    Margaret Harris;Constanza Moreno

  • Relations between the non-verbal context of maternal speech and rate of language development

    Margaret Harris;David Jones;Susan Brookes;Julia Grant

  • Comprehension of Reversible Sentences in Specifically Language-Impaired Children

    Heather K. J. van der Lely;Margaret Harris

  • Linguistic input and early word meaning.

    Margaret Harris;Martyn Barrett;David Jones;Susan Brookes

  • Longitudinal patterns of emerging literacy in beginning deaf and hearing readers.

    Fiona E. Kyle;Margaret Harris

  • Reading and Spelling Abilities of Deaf Adolescents with Cochlear Implants and Hearing Aids

    Margaret Harris;Emmanouela Terlektsi

  • Learning to read and write : a cross-linguistic perspective

    Margaret Harris;誼余夫 波多野

  • Speech Reading and Learning to Read: A Comparison of 8-Year-Old Profoundly Deaf Children With Good and Poor Reading Ability

    Margaret Harris;Constanza Moreno

  • Charge up then charge out? Drivers’ perceptions and experiences of electric vehicles in the UK

    Louise Bunce;Margaret Harris;Mark Burgess

  • Concurrent and Longitudinal Predictors of Reading for Deaf and Hearing Children in Primary School.

    Margaret Harris;Emmanouela Terlektsi;Fiona Elizabeth Kyle

  • The nonverbal context of mothers' speech to infants

    Margaret Harris;David Jones;Julia Grant

  • Symmetries and asymmetries in early lexical comprehension and production

    Margaret Harris;Caroline Yeeles;Joan Chasin;Yvonne Oakley

Frequent Co-Authors

David T. Jones
David T. Jones University College London
Martyn Barrett
Martyn Barrett University of Surrey
Charles Hulme
Charles Hulme University of Oxford
Marc Marschark
Marc Marschark Rochester Institute of Technology
Heather K. J. van der Lely
Heather K. J. van der Lely Harvard University

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