Here are some of our publications, please contact us if you would like to know more.

Bustos-Rubilar, M., Kyle, F., & Mahon, M. (2025). Deaf children with cochlear implants in Chile: A national analysis of health determinants and outcomes in the Latin American context. PLOS ONE, 20(3), e0317238. https://doi.org/10.1371/journal.pone.0317238

Kyle, F. E., & Trickey, N. (2024). Speechreading, Phonological Skills, and Word Reading Ability in Children. Language, Speech, and Hearing Services in Schools, 55(3), 756-766. https://doi.org/doi:10.1044/2024_LSHSS-23-00129

Li, J., Wong, L., Hulme, R. C., Joseph, H., Kyle, F. E., Taylor, J., & Rodrigues, C. (2023). EXPRESS: Contextual diversity and anchoring: Null effects on learning word forms and opposing effects on learning word meanings. Quarterly Journal of Experimental Psychology, doi:10.1177/17470218231218990

Bustos-Rubilar, M., Kyle, F., Luna, E., Allel, K., Hormazabal, X., Tapia-Mora, D., & Mahon, M. (2023). A country-wide health policy in Chile for deaf adults using cochlear implants: Analysis of health determinants and social impacts. PLOS ONE, 18(10). doi:10.1371/journal.pone.0286592

Hardman, G., Herman, R., Kyle, F. E., Ebbels, S., & Morgan, G. (2023). Identifying Developmental Language Disorder in Deaf Children with Cochlear Implants: A Case Study of Three Children. Journal of Clinical Medicine, 12(17). doi:10.3390/jcm12175755

Hoskin, J., Herman, R., & Woll, B. (2023). Deaf Language Specialists: Delivering Language Therapy in Signed Languages. Journal of Deaf Studies and Deaf Education, 28(1), 40-52. https://openaccess.city.ac.uk/id/eprint/29423/  

Kotowicz, J., Woll, B., & Herman, R. (2023) Executive Function in Deaf Native Signing Children,Journal of Deaf Studies and Deaf Education,  https://doi.org/10.1093/deafed/enad011 

Bustos-Rubilar, M., Kyle, F., Tapia-Mora, D., Hormazábal-Reed, X., & Mahon, M. (2022). Chilean Spanish transcultural adaptation of CAP-II and SIR scales in an online format for parents of children with hearing aids or cochlear implants. Revista Chilena de Fonoaudiologia, 21. doi:10.5354/0719-4692.2022.64710

Hardman, G., Kyle, F., Herman, R., & Morgan, G. (2022). Pre-linguistic social communication skills and post implant language outcomes in deaf children with cochlear implants. Journal of Communication Disorders, 100. doi:10.1016/j.jcomdis.2022.106275

Herman, R. & Rowley, K. (2022) Assessments of Sign Language Development: New Insights. Hrvatska revija za rehabilitacijska istraživanja, (58) Special Issue. https://doi.org/10.31299/hrri.58.si.5  

Herman, R. & Rowley, K. (2021). Issues in the development of sign language tests for L1 learners. In Haug, T., Knoch, U. & Mann, W. (Eds.), Handbook of Language Assessment across Modalities. Oxford University Press.

Chiat, S., Herman, R., Rowley, K. & Roy, P. (2021) Developing tests of spoken and signed language development. In Mann, W., Haug, T. & Knoch, U. (Eds.) Language assessment across modalities. Oxford University Press.

Curtin, M., Dirks, E., Cruice, M., Herman, R., Newman, L., Rodgers, L., & Morgan, G. (2021) Assessing parent behaviours in parent–child interactions with deaf and hard of hearing infants aged 0–3 years: A systematic review. Journal of Clinical Medicine, 10(15), 3345. doi.org/10.3390/jcm10153345https://openaccess.city.ac.uk/id/eprint/26691/1/jcm-10-03345.pdf

Curtin, M., Herman, R., Cruice, M. &  Morgan, G. (2021). Assessing parent-child interaction in infant deafness. Current Opinion in Otolaryngology and Head and Neck Surgery, 29(3), 200-203. doi: 10.1097/MOO.0000000000000710 https://openaccess.city.ac.uk/id/eprint/25918/1/Assessing%20PCI%20in%20Infant%20Deafness%20-%20Final%20Version%20Curtin%20et%20al%202021.pdf

Mason, K., Marshall, C.R., & Morgan, G. (2021) Executive Function Training for Deaf Children: Impact of a Music Intervention, The Journal of Deaf Studies and Deaf Education, Volume 26, Issue 4, October 2021, pp 490–500

Ilari, B., Helfter, S., Huynh, T., Bowmer, A., Mason, K., Knight, J., & Welch, G. (2021). Musical Activities, Prosocial Behaviors, and Executive Function Skills of Kindergarten Children. Music & Science, vol. 4

Buchanan-Worster, E., MacSweeney, M., Pimperton, H., Kyle, F., Harris, M., Beedie, I., Hulme, C. (2020). Speechreading Ability Is Related to Phonological Awareness and Single-Word Reading in Both Deaf and Hearing Children. Journal of Speech, Language, and Hearing Research, 63 (11), 3775-3785. doi:10.1044/2020_JSLHR-20-00159

Kyle, F.E. (2020). The Role of Speechreading in Literacy Acquisition and Development of Deaf and Hard-of-Hearing Readers. In S. Easterbrooks, & H. Dostal (Eds.), The Oxford Handbook of Deaf Studies in Literacy. Oxford University Press, USA. doi:10.1093/oxfordhb/9780197508268.013.18

Herman, R., Hulme, C., Roy, P. & Kyle, F.E. (2020). A Pilot Study to Evaluate an Integrated Phonics and Language Programme for the Teaching of Reading to Deaf and Hearing Children. London, UK: Nuffield Foundation. https://openaccess.city.ac.uk/id/eprint/24046/ 

Kotowicz, J., Woll, B. & Herman, R. (2020) Adaptation of the British Sign Language Receptive Skills Test into Polish Sign Language. Language Testing. DOI: 10.1177/0265532220924598 

Caballero, M., Aparici, M., Sanz-Torrent, M., Herman, R., Jones, A. & Morgan, G. (2020) “El nen s’ha menjat una aranya.” The development of narratives in Catalan speaking children. Journal of Child Language. https://doi.org/10.1017/S0305000920000057 

Brace, N., Doran, C., Pembery, J., Fitzpatrick, E. & Herman, R. (2019) Assessing time knowledge in children aged 10 to 11 years. International Journal of Assessment Tools in Education, 6 (4), 580–591. https://dx.doi.org/10.21449/ijate.559678 Also available at https://openaccess.city.ac.uk/id/eprint/24045/ 

Herman, R., Shields, A. & Morgan, G. (2019) Sign language development in deaf children with language impairments and ASD. In N. Grove & K. Launonen (eds) Manual Sign Acquisition in Children with Developmental Disabilities. Nova Science, NY. 

Herman, R., Grove, N., Haug, T., Mann, W. & Prinz, P. (2019) The Assessment of Signed Languages. In G. Morgan (Ed) Understanding Deafness, Language and Cognitive Development. Essays in honour of Bencie Woll. John Benjamins. 

Herman, R., Kyle, F., & Roy, P. (2019). Literacy and Phonological Skills in Oral Deaf Children and Hearing Children With a History of Dyslexia. Reading Research Quarterly, 54( 4), 553– 575. https://doi.org/10.1002/rrq.244 Also available at: https://openaccess.city.ac.uk/id/eprint/21348/

Pimperton, H., Kyle, F., Hulme, C., Harris, M., Beedie, I., Ralph-Lewis, A., . . . MacSweeney, M. (2019). Computerized Speechreading Training for Deaf Children: A Randomized Controlled Trial. Journal of Speech, Language, and Hearing Research, 62(8), 2882-2894. doi:doi:10.1044/2019_JSLHR-H-19-0073

Esmaeeli, Z., Kyle, F. E., & Lundetræ, K. (2019). Contribution of family risk, emergent literacy and environmental protective factors in children’s reading difficulties at the end of second-grade. Reading and Writing, 32(9), 2375-2399. doi:10.1007/s11145-019-09948-5

Kyle, F.E. (2018). Reading Development in Deaf Children: The Fundamental Role of Language Skills. In M. Marschark, & H. Knoors (Eds.). Evidence-Based Practices in Deaf Education, (pp.217-236), Oxford University Press, NY.

Esmaeeli, Z., Lundetræ, K., & Kyle, F.E. (2018). What can parents’ self-report of reading difficulties tell us about their children’s emergent literacy at school entry? Dyslexia, 24: 84–105. doi: 10.1002/dys.1571

Bowmer, A., Mason, K., Knight, J., & Welch, G. (2018) Investigating the Impact of a Musical Intervention on Preschool Children’s Executive Function.  Frontiers in Psychology, vol.9, pp 23-89

Harris, M., Terlektsi, E., & Kyle, F.E. (2017). Concurrent and longitudinal predictors of reading for deaf and hearing children in primary school. Journal of Deaf Studies and Deaf Education, 22(2), 233-242. doi: 10.1093/deafed/enw101.

Harris, M., Terlektsi, E., & Kyle, F.E. (2017). Literacy outcomes for Deaf and Hard of Hearing primary school children: A cohort comparison study. Journal of Speech, Language and Hearing Research, 60(3), 701-711. doi:10.1044/2016_JSLHR-H-15-0403.

Herman, R.C., Roy, P. and Kyle, F. (2017). Reading and Dyslexia in Deaf Children. London, UK: City, University of London.

Enns, C., Haug, T., Herman, R., Hoffmeister, R., Mann, W. & McQuarrie, L. (2017) Exploring Signed Language Assessment Tools around the World. In M. Marschark, V. Lampropoulou, & E.K. Skordilis (Editors). Diversity in Deaf Education. Oxford University Press. 

Ford, K., Herman, R. & Rees, J. (2017) The speech intervention journey of an adolescent with profound deafness. In B. Dodd & A. Morgan (eds) Intervention Case Studies of Child Speech Impairment. J&R Press Ltd, Guildford, Surrey, UK. (pp. 359-377). 

Herman R., Roy F. & Kyle F. (2017) Reading and dyslexia in deaf children. http://openaccess.city.ac.uk/18544/

Kyle, F. E., Campbell, R., & MacSweeney, M. (2016). The relative contributions of speechreading and vocabulary to deaf and hearing children’s reading ability. Research in Developmental Disabilities, 48, 13-24. doi: http://dx.doi.org/10.1016/j.ridd.2015.10.004.

Herman, R. & Roy, P. (2016) Deafness and dyslexia. In M. Marschark & P. Spencer (eds) The Oxford Handbook of Deaf Studies: Language and Language Development. Oxford University Press. pp. 344-356. 

Jones, A., Toscano, E., Botting, N., Marshall, C. R., Atkinson, J., Denmark, T., Herman, R. & Morgan, G. (2016). Narrative skills in deaf children who use spoken English: Dissociations between macro and microstructural devices. Research in Developmental Disabilities, 59, 268-282. doi: 10.1016/j.ridd.2016.09.010

Kyle F.E., & Cain K. (2015). A comparison of deaf and hearing children’s reading comprehension profiles. Topics in Language Disorders, 35, 144–156, doi: 10.1097/TLD.0000000000000053.

Kyle, F.E. (2015). Research Methods in Studying Reading and Literacy Development in Deaf Children Who Sign. In E. Orfanidou, B. Woll, & G. Morgan (Eds.),  Research Methods in Sign Language Studies: A Practical Guide, (pp.300-318), John Wiley & Sons Ltd: Chichester, UK, doi: 10.1002/9781118346013.ch16

Roy, P., Shergold, Z., Kyle, F.E. and Herman, R. (2015). Spelling in oral deaf and hearing dyslexic children: A comparison of phonologically plausible errors.  Research in Developmental Disabilities, 36, 277-290.        doi:10.1016/j.ridd.2014.10.012

Marshall, C., Mason, K., Rowley, K., Herman, R., Atkinson, J., Woll, B. & Morgan, G. (2015). Sentence Repetition in Deaf Children with Specific Language Impairment in British Sign Language. Language Learning and Development, 11(3), 237-251. doi: 10.1080/15475441.2014.917557 Also available at http://openaccess.city.ac.uk/5059/ 

Roy, P., Shergold, Z., Kyle, F. & Herman R. (2015) Spelling in oral deaf and hearing dyslexic children: A comparison of phonologically plausible errors. Research in Developmental Disabilities, 36, 277–290. DOI:10.1016/j.ridd.2014.10.012 

Herman, R. (2015) Language assessment in deaf learners. In H. Knoors & M. Marschark (eds) Educating Deaf Learners: Creating a Global Evidence Base. Oxford University Press.

Marshall, C., Jones, A., Denmark, T., Mason, K., Atkinson, J., Botting, N & Morgan, G. (2015) Deaf children’s non-verbal working memory is impacted by their language experience. Frontiers in Psychology, vol 6, pp.1-12

Herman, R.C., Roy, P. and Kyle, F. (2014). Reading, Dyslexia and Oral Deaf Children: From Research to Practice. London, UK: City, University of London.

Herman R, Martin K, Thomas J, Oyebade N., Bennett D. & Dodd B (2014) Evaluation of Core Vocabulary Therapy for Deaf Children: Four treatment case studies. Child Language Teaching & Therapy, 31(2), 221-235. DOI: 10.1177/0265659014561875 Also available at: https://www.researchgate.net/profile/Rosalind_Herman/publication/277908891_Evaluation_of_core_vocabulary_therapy_for_deaf_children_Four_treatment_case_studies/links/55e5e01808aec74dbe74dd35.pdf

Herman, R., Rowley, K., Mason, K & Morgan, G. (2014) Deficits in narrative abilities in child British Sign Language users with specific language impairment. International Journal of Language & Communication Disorders, 49(3) pp.343-353

Kyle, F.E., Kujala, J., Richardson, U., Lyytinen, H., & Goswami, U. (2013). Assessing the effectiveness of two theoretically motivated computer-assisted reading interventions in the United Kingdom: GG Rime and GG Phoneme.  Reading Research Quarterly, 48 (1),61–76, doi:10.1002/rrq.038.     

Kyle, F.E., Campbell, R., Mohammed, T., Coleman, M., & MacSweeney, M. (2013).  Speechreading development in deaf and hearing children: introducing the Test of Child Speechreading.  Journal of Speech, Language and Hearing Research, 56 (2),416-426. doi: 10.1044/1092-4388(2012/12-0039).

Marshall, C., Rowley, K., Mason, K., Herman, R., & Morgan, G. (2013). Lexical organization in deaf children who use British Sign Language: Evidence from a semantic fluency task. Journal of Child Language, 40(1), 193-220.

Kyle, F.E., & Harris, M. (2011).  Longitudinal patterns of emerging literacy in beginning deaf and hearing readers.  Journal of Deaf Studies and Deaf Education, 16 (3),289 – 30, doi: 10.1093/deafed/enq069.

Kyle, F. E., & Harris, M. (2010).  Predictors of reading development in deaf children: a 3-year longitudinal study. Journal of Experimental Child Psychology, 107, 229-243. doi.org/10.1016/j.jecp.2010.04.011.

Mason, K., Rowley, K., Marshall, C.R., Atkinson, J.R., Herman, R., Woll, B & Morgan, G. (2010) Identifying Specific Language Impairment in Deaf children acquiring British Sign Language: Implications for theory and practice. British Journal of Developmental Psychology vol.28, 33-49

Mann, W; Marshall, C; Mason, K; & Morgan, G. (2010) The acquisition of sign language: the impact of phonetic complexity on phonology. Language Learning and Development vol.6, 1-27

Kyle, F.E., & Harris, M. (2006).  Concurrent correlates and predictors of reading and spelling achievement in deaf and hearing school children.  Journal of Deaf Studies and Deaf Education, 11 (3),273 – 288, doi:10.1093/deafed/enj037.