Here are some of our publications, please contact us if you would like to know more
Herman, R., Kyle, F.E., & Roy, P. (2019). Literacy and phonological skills in deaf children and hearing children with a history of dyslexia. Reading Research Quarterly.
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
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.
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.
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
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.
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).
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.
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.