Department of Education

Gillian West

Post-doctoral Research Fellow

Gillian is a post-doctoral Research Fellow at the Department of Education working with Professor of Psychology and Education, Charles Hulme.

Recent projects include an EEF-funded randomised controlled trial (RCT) of the Nuffield Early Language Intervention (NELI) in 200 primary schools across the UK. See a video of an intervention session in action on the recent trial here: https://www.youtube.com/watch?v=n5dP6i2sKRk&feature=youtu.be.

She is currently working on the development and evaluation via RCT of an early language enrichment programme for children in nursery and the development and standardisation of the LanguageScreen app, which assesses a range of language skills in young children.

Gillian completed her PhD at UCL under the supervision of Professors Charles Hulme and David Shanks. Her research combined an interest in both memory and language, investigating the relationship between procedural and declarative memory processes and language-related attainment in children.

Publications:

  • Journal articles

    • West, G, Vadillo, MA, Shanks, DR, Hulme, C (2019) “The procedural deficit hypothesis of language learning disorders: We still see some serious problems.”, Developmental science. 22(4) e12813+.
      DOI: http://doi.org/10.1111/desc.12813

    • West, G, Clayton, FJ, Shanks, DR, Hulme, C (2019) “Procedural and declarative learning in dyslexia.”, Dyslexia (Chichester, England). 25(3) 246-255.
      DOI: http://doi.org/10.1002/dys.1615

    • Clayton, FJ, West, G, Sears, C, Hulme, C, Lervag, A (2019) “A Longitudinal Study of Early Reading Development: Letter-Sound Knowledge, Phoneme Awareness and RAN, but Not Letter-Sound Integration, Predict Variations in Reading Development”, SCIENTIFIC STUDIES OF READING.
      DOI: http://doi.org/10.1080/10888438.2019.1622546

    • West, G, Vadillo, MA, Shanks, DR, Hulme, C (2018) “The procedural learning deficit hypothesis of language learning disorders: we see some problems.”, Developmental science. 21(2)
      DOI: http://doi.org/10.1111/desc.12552

    • Ferrero, M, West, G, Vadillo, MA “Is crossed laterality associated with academic achievement and intelligence? A systematic review and meta-analysis”, PLOS ONE. 12(8) e0183618-e0183618.
      DOI: http://doi.org/10.1371/journal.pone.0183618

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