Prof. Chloë Marshall is a Professor in Psychology, Language and Education at the UCL Institute of Education, University College London.
Prof. Marshall’s background is in biology, Montessori education, linguistics, and psychology. She has a particular preference for collaborative research and has partnered with several colleagues at the IOE, UCL and City University London. Funding bodies for these projects include the British Academy, Leverhulme Trust, Economic and Social Research Council, Education Endowment Foundation, and the UCL/IOE Strategic Partnership. Her research interests include:
- Language and literacy development.
- Developmental disorders of language and literacy. (with a focus on Specific Language Impairment and Dyslexia)
- Phonology and its developmental relationship to morphology, syntax and the lexicon.
- The cognitive skills underlying typical and atypical language acquisition in hearing and deaf children (with a focus on working memory and executive functions).
- The phonology and morphology of English, and of British Sign Language.
- The organization of the lexicon in spoken and signed languages.
- Developing assessments for spoken and signed languages.
- Evaluating educational interventions for spoken and written language.
Some of Prof. Marshall’s recent publications are below. More information about Prof. Marshall including a more extensive publication list can be found here: Prof. Marshall’s Publications
- Marshall, C. R., Jones, A., Fastelli, A., Atkinson, J., Botting, N., & Morgan, G. (2018). Semantic fluency in deaf children who use spoken and signed language, in comparison to hearing peers. International Journal of Language and Communication Disorders, 53, 157-170.
- Marshall, C. R. (2017). Montessori education: A review of the evidence base. npj Science of Learning. 2: 11. doi:10.1038/s41539-017-0012-7
- Botting, N., Jones, A., Marshall, C. R., Denmark, T., Atkinson, J., & Morgan, G. (2017). Non-verbal executive function is mediated by language: A study of deaf and hearing children. Child Development, 88, 1689-1700.
- Balladares, J., Marshall, C. R., Griffiths, Y. (2016). Socioeconomic status affects sentence repetition, but not non-word repetition, in Chilean pre-schoolers. First Language, 36, 338-351.
- Gutierrez, E., Daws, R., Payne, H., Blott, J., Marshall, C. R., & MacSweeney, M. (2015). Language lateralization of hearing native signers: A functional transcranial Doppler sonography (fTCD) study of speech and sign production. Brain and Language, 151, 23-34.
- Marshall, C. R., & Hobsbaum, A. (2015). Sign-Supported English: Effective at teaching vocabulary to young children with English as an Additional Language? International Journal of Language and Communication Disorders, 50, 616-628.
- Marshall, C. R., Rowley, K. & Atkinson, J. (2014). Modality-dependent and -independent factors in the organization of the signed language lexicon: Insights from semantic and phonological fluency tasks in BSL. Journal of Psycholinguistic Research, 43, 587-610.Click here
- Marshall, C. R. (2014). Word production in children with developmental language impairments. Philosophical Transactions of the Royal Society B: Biological Sciences. 369 For full text click here
- Ramus, F., Marshall, C. R., Rosen, S., & van der Lely, H. K. J. (2013). Developmental dyslexia and specific language impairment: Towards a multidimensional model. Brain, 136, 630-645.For full text click here
- Williams, D., Payne, H., & Marshall, C. R. (2013). Non-word repetition impairment in autism and SLI: Evidence for distinct underlying cognitive causes. Journal of Autism and Developmental Disorders, 43, 404-417. Click here