Dr Claudine Bowyer-Crane
Claudine specialises in research concerning the language and communication development of children.
Claudine is a psychologist, whose research focuses primarily on designing and evaluating early interventions to support children’s language development. She also carries out research to support the educational achievement of children who speak English as an Additional Language.
1999 – BSc Psychology, University of York
2003 – PhD Psychology, University of York
2004-2008 – Postdoctoral Fellowship, University of York
Claudine has been working as a Senior Lecturer in Psychology in Education at the Dept of Education, University of York since 2012. Prior to that she was Senior Lecturer in Psychology at Sheffield Hallam University. For the past five years, Claudine has been the language and communication theme lead for the Better Start Bradford project, supporting the evaluation of programmes aimed at improving the early foundations of language in a diverse and vulnerable population. Claudine is co-author of the Nuffield Early Language Intervention, published by Oxford University Press.
Bowyer-Crane, C., Nielsen, D., Bryant, M., Heald, R., Storr, C., &. Dickerson, J. (2019). The oTTer project – A feasibility and process evaluation protocol of Talking Together. Pilot and Feasibility Studies.
Dickerson, J., Bird, P.K., Bryant, M., Dharni, N., Bridges, S., Willan, K., Dunn, A.C., Nielsen, D., Uphoff, E.P., Bywater, T.J., Bowyer-Crane, C.A., Sahota, P., Small, N., Howell, M., Thornton, G., Pickett, K., McEachan, R.R.C., & Wright, J. (2019). Integrating research and system-wide practice in public health: lessons learnt from Better Start Bradford, BMC Public Health, 19(1) 10.1186/s12889-019-6554-2.
Fricke, S., Burgoyne, K., Bowyer-Crane, C., Kyriacou, M., Zosimidou, A., Maxwell, L., … & Hulme, C. (2017). The efficacy of early language intervention in mainstream school settings: a randomized controlled trial. Journal of Child Psychology and Psychiatry. 58(10), 1141-1151.
Bowyer-Crane, C., Fricke, S., Schaefer, B., Lervag, A., & Hulme, C. (2017). Emerging literacy and comprehension skills in children learning English as an additional language and monolingual peers with language weaknesses. Reading and Writing, 30(4), 771-790.
Haley, A., Hulme, C., Bowyer-Crane, C., Snowling, M. J., & Fricke, S. (2017). Oral language skills intervention in pre-school—a cautionary tale. International Journal of Language & Communication Disorders, 52(1), 71-79.
Dickerson, J., Bird, P. K., McEachan, R. R. C., Pickett, K. E., Waiblinger, D., Uphoff, E., … Wright, J. (2016). Born in Bradford’s Better Start: an experimental birth cohort study to evaluate the impact of early life interventions. BMC Public Health, 16(1), 1–14. https://doi.org/10.1186/s12889-016-3318-0.
Asbury, K., Klassen, R., Bowyer-Crane, C.A., Kyriacou, C. & Nash, P. (2016). National differences in mindset among students who plan to be teachers. International Journal of School and Educational Psychology. 4(3), 158-164.
Schaefer, B., Bowyer -Crane, C., Herrman, F., & Fricke, S. (2015). Development of a tablet application for the assessment of receptive vocabulary skills in multilingual children. Child Language Teaching and Therapy. Advanced online doi:10.1177/0265659015591634.
Bjork, I. & Bowyer-Crane, C. (2013). The relationship between reading comprehension and mathematical reasoning. European Journal of Psychology of Education. 28(4), 1345-1360. doi 10.1007/s10212-012-0169-7.
Fricke, S., Bowyer-Crane, C.A., Halley, A., Hulme, C. & Snowling, M.J. (2013). Building a secure foundation for literacy: An evaluation of a preschool language intervention. Journal of Child Psychology and Psychiatry, 54 (3), 280-290.
Hulme, C., Bowyer-Crane, C.A., Carroll, J., Duff, F.J., & Snowling, M.J. (2012). The causal role of phoneme awareness and letter-sound knowledge in learning to read: combining intervention studies with mediation analyses. Psychological Science. 23 (6), 572-577.
Bowyer-Crane, C., Duff, F., Hulme, C., & Snowling, M.J. (2011) The response to intervention of children with SLI and general delay. Learning Disabilities: A Contemporary Journal. 9(2), 5-19.
Bowyer-Crane, C., & Snowling, M.J. (2010) Turning frogs into princes: Can children make inferences from fairy tales? Reading & Writing: An Interdisciplinary Journal, 23, 19-29.
Duff, F., Fieldsend, E., Bowyer-Crane, C., Hulme, C., Smith, G., Gibbs, S. & Snowling, M. (2010). Reading with vocabulary intervention: Evaluation of an instruction for children with poor response to reading intervention. Journal of Research in Reading, 31, 319-336.
Tracey, L., Boehnke, J.R., Elliott, L., Thorley, K., Ellison, S., and Bowyer-Crane, C. (2019). Grammar for Writing Evaluation report and executive summary. London: Education Endowment Foundation.
Fricke S., Bowyer-Crane, C., Snowling, M.J., & Hulme, C. (2017) Nuffield Early Language Intervention. Oxford:OUP.
Bowyer-Crane, C.A., Wesierska, M. & Smith, N. (2017). Reading comprehension and vocabulary skills in children learning English as an Additional Language. EAL Journal.
Bowyer-Crane, C., Fricke, S., Schaefer, B., Millard, G., & Hulme, C., (2016). Get Ready for Learning: Oral Language Intervention for Children Learning English as an Additional Language and Monolingual Children with Language Weaknesses. London: Nuffield Foundation.
Carroll, J.M., Bowyer-Crane, C., Duff, F., Hulme, C., & Snowling, MJ. (2011) Effective intervention for language and literacy in the early years. Oxford: Wiley-Blackwell. Pp170. Snowling, M. J., Stothard, S. E., Clarke, P., Bowyer-Crane, C., Harrington, A., Truelove, E., … Hulme,
C. (2009). YARC York Assessment of Reading for Comprehension Passage Reading. London: GL Assessment.