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Professor Joe Elliott's Outputs (72)

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.

Children with low working memory and children with ADHD: same or different? (2014)
Journal Article
Holmes, J., Hilton, K., Place, M., Alloway, T., Elliott, J., & Gathercole, S. (2014). Children with low working memory and children with ADHD: same or different?. Frontiers in Human Neuroscience, 8, Article 976. https://doi.org/10.3389/fnhum.2014.00976

The purpose of this study was to compare working memory (WM), executive function, academic ability, and problem classroom behaviors in children aged 8–11 years who were either identified via routine screening as having low WM, or had been diagnosed w... Read More about Children with low working memory and children with ADHD: same or different?.

The end of dyslexia? (2014)
Journal Article
Elliott, J., & Grigorenko, E. (2014). The end of dyslexia?. Psychologist (Leicester), 27(8), 576-580

Lessons from abroad: Whatever happened to pedagogy? (2014)
Journal Article
Elliott, J. (2014). Lessons from abroad: Whatever happened to pedagogy?. Comparative Education, 50(1), 27-44. https://doi.org/10.1080/03050068.2013.871835

This paper considers attempts to import pedagogic practices from other educational systems. In so doing, it focuses upon policymakers’ attempts to: (a) import interactive whole class teaching approaches to the UK (and, to a lesser extent, the US); an... Read More about Lessons from abroad: Whatever happened to pedagogy?.

Gifted Identification with Aurora: Widening the Spotlight. (2012)
Journal Article
Kornilov, S., Tan, M., Elliott, J., Sternberg, R., & Grigorenko, E. (2012). Gifted Identification with Aurora: Widening the Spotlight. Journal of Psychoeducational Assessment, 30(1), 117-133. https://doi.org/10.1177/0734282911428199

The current need to think globally over the long term has necessarily altered perspectives in education. Expectations for educational outcomes have increased over the last century for all students and, in many societies, diverse educational programs... Read More about Gifted Identification with Aurora: Widening the Spotlight..

The socially skilled teacher and the development of tacit knowledge (2011)
Journal Article
Elliott, J., Stemler, S., Grigorenko, E., Sternberg, R., & Hoffman, N. (2011). The socially skilled teacher and the development of tacit knowledge. British Educational Research Journal, 37(1), 83-103. https://doi.org/10.1080/01411920903420016

Skilled interpersonal relations are crucial for effective teaching and learning but much professional knowledge here is tacit and thus not easily communicated. This article presents the results of a study that examined the tacit knowledge of trainee... Read More about The socially skilled teacher and the development of tacit knowledge.

Computerized dynamic testing: A study of the potential of an approach using sensor technology (2011)
Journal Article
Resing, W., Steijn, W., Xenidou-Dervou, I., Stevenson, C., & Elliott, J. (2011). Computerized dynamic testing: A study of the potential of an approach using sensor technology. Journal of Cognitive Education and Psychology, 10(2), 178-194. https://doi.org/10.1891/1945-8959.10.2.178

This study explored the use of computerized dynamic testing in education for 8-year-old children. As for other domains, it was expected that the use of a computer would help overcome difficulties encountered with traditional dynamic test procedures.... Read More about Computerized dynamic testing: A study of the potential of an approach using sensor technology.

Working memory deficits can be overcome: Impacts of training and medication on working memory in children with ADHD (2010)
Journal Article
Holmes, J., Gathercole, S., Place, M., Dunning, D., Hilton, K., & Elliott, J. (2010). Working memory deficits can be overcome: Impacts of training and medication on working memory in children with ADHD. Applied Cognitive Psychology, 24(6), 827-836. https://doi.org/10.1002/acp.1589

This study evaluated the impact of two interventions—a training program and stimulant medication—on working memory (WM) function in children with attention deficit hyperactivity disorder (ADHD). Twenty-five children aged between 8 and 11 years partic... Read More about Working memory deficits can be overcome: Impacts of training and medication on working memory in children with ADHD.