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Nurturing a lexical legacy: understanding the transition from novice-to-expert in children’s reading development’ project
I am interested in children’s literacy development. Research on the early stages of learning to read has informed practice through a phonics-rich curriculum. However, little is known about how children move from sounding out words to reading confidently and effortlessly, and many children are failing to make this transition. My work aims to understand how and what children learn about words via incidental exposure with new words in meaningful text. I work with children in schools and use eye-movement recordings and lexical competition effects as an index of learning.