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Dr Johny Daniel's Outputs (9)

Achievement gaps for English learners with disabilities (2024)
Journal Article
Daniel, J. (2025). Achievement gaps for English learners with disabilities. Learning and Instruction, 96, Article 102072. https://doi.org/10.1016/j.learninstruc.2024.102072

Background
In England, the number of English as an Additional Language (EAL) learners has been increasing. While prior research has explored the educational outcomes of EAL learners and students with special educational needs and disabilities (SEND)... Read More about Achievement gaps for English learners with disabilities.

The academic achievement gap between students with and without special educational needs and disabilities (2024)
Journal Article
Daniel, J. (online). The academic achievement gap between students with and without special educational needs and disabilities. European Journal of Special Needs Education, https://doi.org/10.1080/08856257.2024.2400771

Legislative frameworks in England have been designed to support children with special educational needs and disabilities (SEND). Despite efforts from policy makers, achievement gaps persist between students with SEND and their typically developing pe... Read More about The academic achievement gap between students with and without special educational needs and disabilities.

Identifying students with dyslexia: exploration of current assessment methods (2024)
Journal Article
Daniel, J., Clucas, L., & Wang, H.-H. (online). Identifying students with dyslexia: exploration of current assessment methods. Annals of Dyslexia, https://doi.org/10.1007/s11881-024-00313-y

Early identification plays a crucial role in providing timely support to students with learning disabilities, such as dyslexia, in order to overcome their reading difficulties. However, there is significant variability in the methods used for identif... Read More about Identifying students with dyslexia: exploration of current assessment methods.

Translational science in the science of reading: A case study (2024)
Journal Article
Daniel, J., Clucas, L., Wenqing, C., Collier, K., & Moss, J. (online). Translational science in the science of reading: A case study. British Journal of Special Education, https://doi.org/10.1111/1467-8578.12548

This study explores the perceived effectiveness of an open educational reading programme for primary school pupils with specific learning difficulties (SpLD) such as dyslexia. The programme, implemented by experienced teaching assistants (TAs), encom... Read More about Translational science in the science of reading: A case study.

Identifying Students with Dyslexia: Exploration of Current Assessment Methods, 2023 (2024)
Data
Daniel, J. (2024). Identifying Students with Dyslexia: Exploration of Current Assessment Methods, 2023. [Data]. https://doi.org/10.5255/UKDA-SN-857329

A recruitment email was sent to various UK-based dyslexia and psychological associations. Four dyslexia associations based in the United Kingdom, together with two psychological associations, distributed the survey email and its accompanying link to... Read More about Identifying Students with Dyslexia: Exploration of Current Assessment Methods, 2023.

An evidence-based plan for addressing the special educational needs and disabilities (SEND) assessment and support crisis (2024)
Report
Alghrani, A., Ali, N., Allen, K., Bennett, H., Benger, L., Betts, J., Bradley, S., Bond, C., van den Bree, M., Brooks, R., Chawner, S., Colbert, E., Copley, C., Daniel, J., Davies, C., Eddy, L., Elshehaly, M., Groen, M., Hartley, C., Henderson, L., …Waterman, A. (2024). An evidence-based plan for addressing the special educational needs and disabilities (SEND) assessment and support crisis. Child of the North and the Centre for Young Lives

Enhancing our understanding of the complexities of reading difficulties (2024)
Book Chapter
Daniel, J., & Barth, A. (2024). Enhancing our understanding of the complexities of reading difficulties. In S. Gorard, & N. Siddiqui (Eds.), An International Approach to Developing Early Career Researchers: A Pipeline to Robust Education Research (27-37). London: Routledge. https://doi.org/10.4324/9781003455066-5

Reading comprehension is a complex cognitive task that involves the interaction of various subskills. This chapter starts by describing the theoretical framework that underpins reading comprehension and examines the key components associated with thi... Read More about Enhancing our understanding of the complexities of reading difficulties.