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Department of Education

Terezinha Nunes

Emeritus Professor of Educational Studies

College Affiliation: Harris Manchester College

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Doctoral Applications

  • Mathematical reasoning and achievement;
  • Learning literacy, including initial stages and beyond the first steps;
  • Deaf children’s learning and school performance;
  • Learning and working memory.

  • Subjects Taught

    Doctor of Philosophy

Publications:

  • Featured Publications

    • Nunes, T (2016) “Teaching literacy to English children: policy and practice.”, In: V Cook, D Ryan (eds.) The Routledge Handbook of the English Writing System. London: Routledge.

    • Nunes, T, Bryant, P (2015) “The development of quantitative reasoning”, In: LS Liben, U Müller (eds.) Handbook of Child Psychology and Developmental Science, Theory and Method. 7. Hoboken, NJ: John Wiley & Sons.

    • Ching, BH-H, Nunes, T (2015) “Concurrent correlates of Chinese word recognition in deaf and hard-of-hearing children.”, Journal of deaf studies and deaf education.
      DOI: http://doi.org/10.1093/deafed/env003

    • Bryant, P, Nunes, T, Hillier, J, Gilroy, C, Barros, R (2013) “THE IMPORTANCE OF BEING ABLE TO DEAL WITH VARIABLES IN LEARNING SCIENCE”, INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION. Springer.
      DOI: http://doi.org/10.1007/s10763-013-9469-x

  • Books

    • Nunes, T, Dorneles, BV, Lin, PJ, Rathgeb-Schnierer, E (2016) Teaching and learning about whole numbers in primary school. ICME-13 Topical Surveys. Hamburg, Germany: Springer Open.
      DOI: http://doi.org/10.1007/978-3-319-45113-8

    • Nunes, T, Bryant, P (2014) Leitura e ortografia. Além dos primeiros passos (a revised edition adapted for Portuguese of Children’s reading and spelling. Beyond the first steps). Porto Alegre, Brazil: Editora Penso.

    • Nunes, T, Bryant, P (2006) Improving literacy by teaching morphemes.
      DOI: http://doi.org/10.4324/9780203969557

  • Book chapters

    • Nunes, T (2016) “Teaching literacy to English children: policy and practice.”, In: V Cook, D Ryan (eds.) The Routledge Handbook of the English Writing System. London: Routledge.

    • Nunes, T, Bryant, P (2015) “The development of quantitative reasoning”, In: LS Liben, U Müller (eds.) Handbook of Child Psychology and Developmental Science, Theory and Method. 7. Hoboken, NJ: John Wiley & Sons. 715-764

    • Nunes, T (2015) “What is involved in modeling the world with mathematics?”, In: A Anderson, J Anderson, J Hare, M McTavish (eds.) Language, Learning, and Culture in Early Childhood: Home, School, and Community Contexts. New York: Routledge. 180-196

    • Bryant, P, Nunes, T (2012) “The importance of reasoning and of knowing the number system when children begin to learn about mathematics”, In: Contemporary Debates in Childhood Education and Development. 193-203
      DOI: http://doi.org/10.4324/9780203115558

    • Nunes, T, Barros Baertl, R, Evans, D, Burman, D (2012) “A Game-Based Working Memory Intervention for Deaf Children”, In: S De Wannemacker, S Vandercruysse, G Clarebout (eds.) Serious Games: The Challenge. Communications in Computer and Information Science. Berlin/Heidelberg: Springer. 31-39
      DOI: http://doi.org/10.1007/978-3-642-33814-4_4

    • Nunes, T, Bryant, P (2011) “Why we need to know about more than phonics to teach English literacy”, In: Applied Linguistics and Primary School Teaching. 140-153
      DOI: http://doi.org/10.1017/CBO9780511921605.016

    • Bryant, P, Nuñes, T (2010) “Children's Understanding of Mathematics”, In: The Wiley-Blackwell Handbook of Childhood Cognitive Development, Second edition. 549-573
      DOI: http://doi.org/10.1002/9781444325485.ch21

    • Nunes, T, Burman, D, Evans, D, Bell, D (2010) “Writing a language that you can’t hear”, In: N Brunswick, S McDougall, P Davies (eds.) The role of orthographies in reading and spelling. Hove: Psychology Press/Taylor and Francis. 109-128

    • Nunes, T (2010) “Learning outside of school”, In: International Encyclopedia of Education. 457-463
      DOI: http://doi.org/10.1016/B978-0-08-044894-7.00525-X

    • Nunes, T, Burman, D, Evans, D, Bell, D (2010) “Writing a language that you can't hear”, In: Reading and Dyslexia in Different Orthographies. 109-128
      DOI: http://doi.org/10.4324/9780203858462

    • Bryant, P, Nunes, T (2009) “Morphemes and children's spelling”, In: The SAGE Handbook of Writing Development. 325-348
      DOI: http://doi.org/10.4135/9780857021069.n23

    • Nunes, T, Bryant, P, Burman, D, Bell, D, Evans, D, Hallett, D, Montgomery, L (2008) “Deaf Children's Understanding of Inverse Relations”, In: Deaf Cognition: Foundations and Outcomes.
      DOI: http://doi.org/10.1093/acprof:oso/9780195368673.003.0007

    • Birgisdottir, F, Nunes, T, Pretzlik, U, Burman, D, Gardner, S, Bell, D (2006) “An intervention program for teaching children about morphemes in the classroom: Effects on spelling”, In: Improving Literacy by Teaching Morphemes. 104-120
      DOI: http://doi.org/10.4324/9780203969557

    • Bryant, P, Nunes, T (2006) “Morphemes and literacy: A starting point”, In: Improving Literacy by Teaching Morphemes. 3-34
      DOI: http://doi.org/10.4324/9780203969557

    • Nunes, T, Bryant, P (2006) “Morphemes and literacy: Context and conclusions”, In: Improving Literacy by Teaching Morphemes. 157-182
      DOI: http://doi.org/10.4324/9780203969557

    • Bryant, P, Nunes, T, Pretzlik, U, Bell, D, Evans, D, Olsson, J (2006) “From the laboratory to the classroom”, In: Improving Literacy by Teaching Morphemes. 65-103
      DOI: http://doi.org/10.4324/9780203969557

    • Nunes, T, Bryant, P, Pretzlik, U, Evans, D, Bell, D, Olsson, J (2006) “What knowledge of morphemes do children and adults show in the way that they spell words?”, In: Improving Literacy by Teaching Morphemes. 35-62
      DOI: http://doi.org/10.4324/9780203969557

    • Nunes, T, Bryant, P, Pretzlik, U, Burman, D, Bell, D, Gardner, S (2006) “An intervention program for classroom teaching about morphemes: Effects on the children's vocabulary”, In: Improving Literacy by Teaching Morphemes. 121-133
      DOI: http://doi.org/10.4324/9780203969557

  • Conference papers

    • Nunes, T, Barros, R, Evans, D, Burman, D (2012) “A game-based working memory intervention for deaf children”, Communications in Computer and Information Science. 280 CCIS 31-39.
      DOI: http://doi.org/10.1007/978-3-642-33814-4_4

    • Bryant, P, Nunes, T, Barros, R (2010) “REASONING AND INFORMATION PROCESSING IN CHILDREN'S MATHEMATICAL ACHIEVEMENT”, PME 34 BRAZIL: PROCEEDINGS OF THE 34TH CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 2. 233-240.

    • Nunes, T (2010) “REACTION TO BRENT DAVIS' PLENARY: "WHAT CONCEPT STUDIES TELL US ABOUT MATHEMATICS EDUCATION"”, PME 34 BRAZIL: PROCEEDINGS OF THE 34TH CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 1. 103-106.

    • Nunes, T, Palhares, P (2010) “MATHEMATICS AND CULTURE AND ITS RELATION TO MATHEMATICS EDUCATION”, PME 34 BRAZIL: PROCEEDINGS OF THE 34TH CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 1. 317-317.

    • Nunes, T (2010) “CONTINUITIES AND DISCONTINUITIES BETWEEN INFORMAL AND SCIENTIFIC MATHEMATICAL THINKING: INSIGHTS FOR EDUCATION”, PME 34 BRAZIL: PROCEEDINGS OF THE 34TH CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 1. 328-332.

    • Bryant, P, Nunes, T, Tzekaki, M (2009) “MULTIPLICATIVE REASONING AND MATHEMATICS ACHIEVEMENT”, PME 33: PROCEEDINGS OF THE 33RD CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 2. 2 217-224.

    • Nunes, T (2002) “The role of systems of signs in reasoning”, REDUCTIONISM AND THE DEVELOPMENT OF KNOWLEDGE. 133-158.

  • Journal articles

    • Pittas, E, Nunes, T (2017) “Does children's dialect awareness support later reading and spelling in the standard language form?”, Learning and Instruction. 1-9.
      DOI: http://doi.org/10.1016/j.learninstruc.2017.07.002

    • Ching, BHH, Nunes, T (2017) “Children's understanding of the commutativity and complement principles: A latent profile analysis”, Learning and Instruction. 47 65-79.
      DOI: http://doi.org/10.1016/j.learninstruc.2016.10.008

    • Nunes, T, Bryant, P, Gottardis, L, Terlektsi, M-E, Evans, D (2015) “Can we really teach problem solving in primary school?”, Mathematics Teaching. 246 44-48.

    • Nunes, T, Bryant, P, Evans, D, Barros, R (2015) “Assessing Quantitative Reasoning in Young Children”, MATHEMATICAL THINKING AND LEARNING. 17(2-3) 178-196.
      DOI: http://doi.org/10.1080/10986065.2015.1016815

    • Ching, BH-H, Nunes, T (2015) “Concurrent correlates of Chinese word recognition in deaf and hard-of-hearing children.”, Journal of deaf studies and deaf education. 20(2) 172-190.
      DOI: http://doi.org/10.1093/deafed/env003

    • Wong, M, Nunes, T (2014) “Preschoolers consider the recipient's merit and the role of allocator when distributing resources”, AUSTRALASIAN JOURNAL OF EARLY CHILDHOOD. 39(2) 109-117.
      DOI: http://doi.org/10.1177/183693911403900214

    • Watanabe, A, Nunes, T, de Abreu, G (2014) “Japanese parents' perception of disclosing the diagnosis of cancer to their children.”, Clinical child psychology and psychiatry. 19(1) 125-138.
      DOI: http://doi.org/10.1177/1359104512470599

    • Bryant, P, Nunes, T, Barros, R (2014) “The connection between children's knowledge and use of grapho-phonic and morphemic units in written text and their learning at school.”, The British journal of educational psychology. 84(Pt 2) 211-225.
      DOI: http://doi.org/10.1111/bjep.12030

    • Bryant, P, Nunes, T, Barros, R (2014) “The connection between children's knowledge and use of grapho-phonic and morphemic units in written text and their learning at school”, British Journal of Educational Psychology. 84(2) 211-225.
      DOI: http://doi.org/10.1111/bjep.12030

    • Pittas, E, Nunes, T (2014) “Dialect awareness and literacy in a bidialectal setting”, Hellenic Journal of Psychology. 11(1) 56-82.

    • Pittas, E, Nunes, T (2014) “The relation between morphological awareness and reading and spelling in Greek: A longitudinal study”, Reading and Writing. 27(8) 1507-1527.
      DOI: http://doi.org/10.1007/s11145-014-9503-6

    • Nunes, T, Bryant, P, Evans, D, Gottardis, L, Terlektsi, ME (2014) “The cognitive demands of understanding the sample space”, ZDM - International Journal on Mathematics Education. 46(3) 437-448.
      DOI: http://doi.org/10.1007/s11858-014-0581-3

    • Nunes, T, Bryant, P, Campos, TMM, Silva, ADFG, Canova, R, Cervantes, PBM (2014) “Uso de Situações Quociente no Ensino de Frações”, Jornal Internacional de Estudos em Educação Matemática. 7 102-128.

    • Bryant, P, Nunes, T, Evans, D, Gottardis, L, Terlektsi, M-E (2014) “Learning that randomness is fair but loaded dice are not”, Mathematics Teaching. 242 5-8.

    • Nunes, T, Bryant, P, Evans, D, Bell, D, Hallett, D (2013) “Promoting the comprehension of additive composition by deaf children”, Cadernos CEDES. 33(91) 319-332.
      DOI: http://doi.org/10.1590/S0101-32622013000300002

    • Bryant, P, Nunes, T, Hillier, J, Gilroy, C, Barros, R (2013) “THE IMPORTANCE OF BEING ABLE TO DEAL WITH VARIABLES IN LEARNING SCIENCE”, INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION. 13(Suppl 1) S145-S163.
      DOI: http://doi.org/10.1007/s10763-013-9469-x

    • Nunes, T, Bryant, P, Evans, D, Bell, D, Barros, R (2012) “Teaching children how to include the inversion principle in their reasoning about quantitative relations”, Educational Studies in Mathematics. 79(3) 371-388.
      DOI: http://doi.org/10.1007/s10649-011-9314-5

    • Nunes, T, Bryant, P, Barros, R (2012) “The development of word recognition and its significance for comprehension and fluency”, Journal of Educational Psychology. 104(4) 959-973.
      DOI: http://doi.org/10.1037/a0027412

    • Nunes, T, Bryant, P, Barros, R (2012) “The Development of Word Recognition and Its Significance for Comprehension and Fluency”, JOURNAL OF EDUCATIONAL PSYCHOLOGY. 104(4) 959-973.
      DOI: http://doi.org/10.1037/a0027412

    • Hallett, D, Nunes, T, Bryant, P, Thorpe, CM (2012) “Individual differences in conceptual and procedural fraction understanding: The role of abilities and school experience”, Journal of Experimental Child Psychology. 113(4) 469-486.
      DOI: http://doi.org/10.1016/j.jecp.2012.07.009

    • Hallett, D, Nunes, T, Bryant, P, Thorpe, CM (2012) “Individual differences in conceptual and procedural fraction understanding: the role of abilities and school experience.”, Journal of experimental child psychology. 113(4) 469-486.
      DOI: http://doi.org/10.1016/j.jecp.2012.07.009

    • Nunes, T, Bryant, P, Barros, R, Sylva, K (2012) “The relative importance of two different mathematical abilities to mathematical achievement”, British Journal of Educational Psychology. 82(1) 136-156.
      DOI: http://doi.org/10.1111/j.2044-8279.2011.02033.x

    • Nunes, T, Bryant, P, Barros, R, Sylva, K (2012) “The relative importance of two different mathematical abilities to mathematical achievement.”, The British journal of educational psychology. 82(Pt 1) 136-156.
      DOI: http://doi.org/10.1111/j.2044-8279.2011.02033.x

    • Nunes, T, Bryant, P, Evans, D, Bell, D, Barros, R (2012) “Teaching children how to include the inversion principle in their reasoning about quantitative relations”, EDUCATIONAL STUDIES IN MATHEMATICS. 79(3) 371-388.
      DOI: http://doi.org/10.1007/s10649-011-9314-5

    • Gottardis, L, Nunes, T, Lunt, I (2011) “A synthesis of research on deaf and hearing children's mathematical achievement”, Deafness and Education International. 13(3) 131-150.
      DOI: http://doi.org/10.1179/1557069X11Y.0000000006

    • Howe, C, Nunes, T, Bryant, P (2011) “RATIONAL NUMBER AND PROPORTIONAL REASONING: USING INTENSIVE QUANTITIES TO PROMOTE ACHIEVEMENT IN MATHEMATICS AND SCIENCE”, INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION. 9(2) 391-417.
      DOI: http://doi.org/10.1007/s10763-010-9249-9

    • Howe, C, Nunes, T, Bryant, P (2010) “Intensive quantities: why they matter to developmental research.”, The British journal of developmental psychology. 28(Pt 2) 307-329.
      DOI: http://doi.org/10.1348/026151009x410362

    • Nunes, T, Bryant, P, Evans, D (2010) “Morphological knowledge and learning new words”, Revista Portuguesa de Pedagogia & Psychologica. Special joint volume. 67-74.

    • Howe, C, Nunes, T, Bryant, P (2010) “RATIONAL NUMBER AND PROPORTIONAL REASONING: USING INTENSIVE QUANTITIES TO PROMOTE ACHIEVEMENT IN MATHEMATICS AND SCIENCE”, International Journal of Science and Mathematics Education. 1-27.

    • Hallett, D, Nunes, T, Bryant, P (2010) “Individual Differences in Conceptual and Procedural Knowledge When Learning Fractions”, JOURNAL OF EDUCATIONAL PSYCHOLOGY. 102(2) 395-406.
      DOI: http://doi.org/10.1037/a0017486

    • Nunes, T, Bryant, P, Burman, D, Bell, D, Evans, D, Hallett, D (2009) “Deaf children's informal knowledge of multiplicative reasoning.”, Journal of deaf studies and deaf education. 14(2) 260-277.
      DOI: http://doi.org/10.1093/deafed/enn040

    • Nunes, T, Bryant, P, Hallett, D, Bell, D, Evans, D (2009) “Teaching Children About the Inverse Relation Between Addition and Subtraction”, MATHEMATICAL THINKING AND LEARNING. 11(1-2) 61-78.
      DOI: http://doi.org/10.1080/10986060802583980

    • Burman, D, Evans, D, Nunes, T, Bell, D (2008) “Assessing deaf children's writing in primary school: Grammar and story development”, Deafness and Education International. 10(2) 93-110.
      DOI: http://doi.org/10.1002/dei.238

    • Nunes, T, Peter, B (2008) “The use of logical-mathematical principles in solving arithmetical operations”, INTERNATIONAL JOURNAL OF PSYCHOLOGY. 43(3-4) 530-530.

    • Bryant, P, Nunes, T (2008) “Morphemes, spelling and development: Comments on "The timing and mechanisms of children's use of morphological information in spelling" by S. Pacton and H. Deacon”, COGNITIVE DEVELOPMENT. 23(3) 360-369.
      DOI: http://doi.org/10.1016/j.cogdev.2007.11.003

    • Rosa, JM, Nunes, T (2008) “Morphological priming effects on children's spelling”, READING AND WRITING. 21(8) 763-781.
      DOI: http://doi.org/10.1007/s11145-007-9091-9

    • Nunes, T, Bryant, P (2008) “Rational Numbers and Intensive Quantities: Challenges and Insights to Pupils' Implicit Knowledge”, ANALES DE PSICOLOGIA. 24(2) 262-270.

    • Nunes, T, Bryant, P (2008) “Rational numbers and intensive quantities: Challenges and insights to pupils' Implicit knowledge”, Anales de Psicologia. 24(2) 262-270.

    • Burman, D, Nunes, T, Evans, D (2007) “Writing profiles of deaf children taught through British Sign Language”, Deafness and Education International. 9(1) 2-23.
      DOI: http://doi.org/10.1002/dei.204

    • Nunes, T, Bryant, P, Evans, D, Bell, D, Gardner, S, Gardner, A, Carraher, J (2007) “The contribution of logical reasoning to the learning of mathematics in primary school”, BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY. 25 147-166.
      DOI: http://doi.org/10.1348/026151006X153127

    • Nunes, T, Bryant, P, Bindman, M (2006) “The effects of learning to spell on children's awareness of morphology”, READING AND WRITING. 19(7) 767-787.
      DOI: http://doi.org/10.1007/s11145-006-9025-y

    • Nunes, T, Pretzlik, U, Ilicak, S (2005) “Validation of a parent outcome questionnaire from pediatric cochlear implantation.”, Journal of deaf studies and deaf education. 10(4) 330-356.
      DOI: http://doi.org/10.1093/deafed/eni027

    • Kornilaki, E, Nunes, T (2005) “Generalising principles in spite of procedural differences: Children's understanding of division”, COGNITIVE DEVELOPMENT. 20(3) 388-406.
      DOI: http://doi.org/10.1016/j.cogdev.2005.05.004

    • Zarfaty, Y, Nunes, T, Bryant, P (2004) “The performance of young deaf children in spatial and temporal number tasks.”, Journal of deaf studies and deaf education. 9(3) 315-326.
      DOI: http://doi.org/10.1093/deafed/enh034

    • Nunes, T (2004) “Domain-general and domain-specific processes in cognitive development: Essay review of the cradle of culture and what children know about writing and numbers before being taught by L. Tolchinsky”, Human Development. 47(6) 370-375.
      DOI: http://doi.org/10.1159/000081040

    • Nunes, T (2004) “Domain-general and domain-specific processes in cognitive development”, HUMAN DEVELOPMENT. 47(6) 370-375.
      DOI: http://doi.org/10.1159/000081040

    • Nunes, T, Desli, D, Bell, D (2003) “The development of children's understanding of intensive quantities”, International Journal of Educational Research. 39(7) 651-675.
      DOI: http://doi.org/10.1016/j.ijer.2004.10.002

    • Mun, W, Nunes, T (2003) “Erratum to Hong Kong Children's Concept of Distributive Justice (Early Child Development and Care, (2013), 173, 1(119-129))”, Early Child Development and Care. 173(2-3) 357+.
      DOI: http://doi.org/10.1080/030443032000113952

    • Wong, MMA, Nunes, T (2003) “Hong kong children's concept of distributive justice”, Early Child Development and Care. 173(1) 119-129.
      DOI: http://doi.org/10.1080/0300443022000022477

    • Nunes, T, Bryant, P, Olsson, J (2003) “Learning morphological and phonological spelling rules: An intervention study”, SCIENTIFIC STUDIES OF READING. 7(3) 289-307.
      DOI: http://doi.org/10.1207/S1532799XSSR0703_6

    • Windrass, G, Nunes, T (2003) “Montserratian mothers' and English teachers' perceptions of teaching and learning”, COGNITIVE DEVELOPMENT. 18(4) 555-577.
      DOI: http://doi.org/10.1016/j.cogdev.2003.09.007

    • Nunes, T (2003) “The sociocultural construction of implicit knowledge”, COGNITIVE DEVELOPMENT. 18(4) 451-454.
      DOI: http://doi.org/10.1016/j.cogdev.2003.09.003

    • Nunes, T, Moreno, C (2002) “An intervention program for promoting deaf pupils' achievement in mathematics.”, Journal of deaf studies and deaf education. 7(2) 120-133.
      DOI: http://doi.org/10.1093/deafed/7.2.120

    • Nunes, T, Pretzlik, U, Olsson, J (2001) “Deaf children's social relationships in mainstream schools”, Deafness and Education International. 3(3) 123-136.
      DOI: http://doi.org/10.1179/146431501790560972

    • Park, JH, Nunes, T (2001) “The development of the concept of multiplication”, COGNITIVE DEVELOPMENT. 16(3) 763-773.
      DOI: http://doi.org/10.1016/S0885-2014(01)00058-2

    • Bryant, P, Nunes, T, Bindman, M (2000) “The relations between children's linguistic awareness and spelling: The case of the apostrophe”, READING AND WRITING. 12(3-4) 253-276.
      DOI: http://doi.org/10.1023/A:1008152501105

    • Bryant, P, Nunes, T, Snaith, R (2000) “Orthography - Children learn an untaught rule of spelling”, NATURE. 403(6766) 157-158.
      DOI: http://doi.org/10.1038/35003114

    • Bryant, P, Nunes, T (2000) “Phonology and morphology in learning to read and to spell”, INTERNATIONAL JOURNAL OF PSYCHOLOGY. 35(3-4) 4-4.

    • Bryant, P, Nunes, T, Snaith, R (2000) “Children learn an untaught rule of spelling.”, Nature. 403(6766) 157-158.
      DOI: http://doi.org/10.1038/35003114

    • Barros, R, Nunes, T, Evans, D, Burman, D “Improving Deaf Children’s Working Memory through Training”, International Journal of Speech & Language Pathology and Audiology. 2(2) 51-66.
      DOI: http://doi.org/10.12970/2311-1917.2014.02.02.1

    • “The importance of additive reasoning in children’s mathematical achievement: a longitudinal study”, Journal of Educational Psychology.
      DOI: http://doi.org/10.1037/edu0000154

  • Reports

    • Nunes, T, Bryant, P, Sylva, K, Barros Baertl, R (2009) Development of maths capabilities and confidence in primary school. London:

  • Other

    • Nunes, T, Bryant, P, Hurry, J, Pretzlik, U, Bell, D, Evans, D (2008) Fractions: difficult but crucial in mathematics learning. TLRP Research Briefing.(13)

    • Nunes, T, Bryant, P, Hurry, J, Pretzlik, U, Bell, D, Evans, D Why morphemes are useful in primary school literacy. TLRP Research Briefing. 14

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