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Professor Joe Elliott's Outputs (8)

Teacher Expertise (2015)
Book Chapter
Elliott, J. (2015). Teacher Expertise. In J. Wright (Ed.), International Encyclopedia of the Social & Behavioral Sciences, 2nd Edition (56-59). (2nd Edition). Elsevier

Can Intelligence Testing Inform Educational Intervention for Children with Reading Disability? (2015)
Journal Article
Elliott, J., & Resing, W. (2015). Can Intelligence Testing Inform Educational Intervention for Children with Reading Disability?. Journal of Intelligence, 3(4), 137-157. https://doi.org/10.3390/jintelligence3040137

This paper examines the value of intelligence testing for the purpose of informing us how best to intervene with children with reading disability. While the original function of IQ testing was to ascertain whether a child was capable of profiting fro... Read More about Can Intelligence Testing Inform Educational Intervention for Children with Reading Disability?.

I problem nella diagnosi della dislessa e il mercato che circonda la sua valutazione: un’intervista a Julian Elliott = The problems in diagnosing dyslexia and the market surrounding its assessment: An Interview with Julian Elliott (2015)
Journal Article
Della Salla, S., & Elliott, J. (2015). I problem nella diagnosi della dislessa e il mercato che circonda la sua valutazione: un’intervista a Julian Elliott = The problems in diagnosing dyslexia and the market surrounding its assessment: An Interview with Julian Elliott

Julian Elliott è Preside del Collingwood College e Professore di Pedagogia all'Università di Durham. Recentemente, insieme a Elena Grigorenko, ha pubblicato uno stimolante libro, per Cambridge Press, intitolato The Dyslexia Debate (Ndr – Il dibattito... Read More about I problem nella diagnosi della dislessa e il mercato che circonda la sua valutazione: un’intervista a Julian Elliott = The problems in diagnosing dyslexia and the market surrounding its assessment: An Interview with Julian Elliott.

The differential effects of labelling: how do ‘dyslexia’ and ‘reading difficulties’ affect teachers’ beliefs (2015)
Journal Article
Gibbs, S., & Elliott, J. (2015). The differential effects of labelling: how do ‘dyslexia’ and ‘reading difficulties’ affect teachers’ beliefs. European Journal of Special Needs Education, 30(3), 323-337. https://doi.org/10.1080/08856257.2015.1022999

This paper reports a survey of primary school teachers’ beliefs about working with poor readers. The primary research question was ‘does the way difficulties with reading are labelled affect the teachers’ beliefs about their ability to intervene effe... Read More about The differential effects of labelling: how do ‘dyslexia’ and ‘reading difficulties’ affect teachers’ beliefs.