Professor Claudine Bowyer-Crane

BSC (Hons), DPhil

School of Education

Professor of Education

Claudine Bowyer-Crane smiling in front of a book case

c.a.bowyer-crane@sheffield.ac.uk

The Wave

Full contact details

Professor Claudine Bowyer-Crane
School of Education
The Wave
2 Whitham Road
Sheffield
S10 2AH

Profile: Claudine is a Psychologist with an interest in children's reading and language development, particularly children learning English as an Additional Language. She also specialises in Early Years research and the development and evaluation of educational interventions.

Research interests

Claudine's research focuses on the development of language in young children and how this supports literacy development. She has been involved in a number of projects designing and evaluating early interventions including the Nuffield Early Language Intervention Home | Nuffield Early Language Intervention (NELI) (teachneli.org). She is theme lead for the Communication and Language strand of the Better Start Bradford project Home | Better Start Bradford, leading on evaluations of commissioned services in the Better Start Bradford reach areas.

As Associate Research Director at the National Institute of Economic and Social Research, Claudine was involved in a broad range of evaluation projects from pilot studies to RCT's. Currently Claudine is investigating the impact of COVID-19 on children's educational outcomes in the Early Years and early stages of primary school Home | ICICLES (iciclesproject.com).

Claudine is particularly interested in making links between research, policy and practice.

Publications

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Books

Carroll JM, Bowyer‐Crane C, Duff FJ, Hulme C & Snowling MJ (2011) Developing Language and Literacy. Wiley.

Journal articles

Nielsen D, d’Apice K, Cheung RW, Bryant M, Heald R, Storr C, Tracey L, Rashid R, Dickerson J & Bowyer-Crane C (2023) A randomised controlled feasibility trial of an early years language development intervention: results of the ‘outcomes of Talking Together evaluation and results’ (oTTer) project. Pilot and Feasibility Studies, 9(1), 107.
Cheung RW, Willan K, Dickerson J & Bowyer-Crane C (2023) Risk factors for early language delay in children within a minority ethnic, bilingual, deprived environment (Born in Bradford’s Better Start): a UK community birth cohort study. BMJ Paediatrics Open, 7(1).
Snowling M, West G, Fricke S, Bowyer-Crane C, Dilnot J, Cripps D, Nash M & Hulme C (2022) Delivering language intervention at scale : promises and pitfalls. Journal of Research in Reading. View this article in WRRO
Bowyer-Crane C, Nielsen D, Bryant M, Dharni N, Heald R, Storr C & Dickerson J (2019) A randomised controlled feasibility trial and qualitative evaluation of an early years language development intervention: study protocol of the ‘outcomes of Talking Together evaluation and results’ (oTTer) project. Pilot and Feasibility Studies, 5(1).
Dickerson J, Bird PK, Bryant M, Dharni N, Bridges S, Willan K, Ahern S, Dunn A, Nielsen D, Uphoff EP , Bywater T et al (2019) Integrating research and system-wide practice in public health: lessons learnt from Better Start Bradford. BMC Public Health, 19(1).
Dickerson J, Bird PK, Bryant M, Dharni N, Bridges S, Willan K, Ahern S, Dunn A, Nielsen D, Uphoff EP , Bywater T et al (2018) Integrating research and system-wide practice in public health to enhance the evidence-base of interventions: lessons learnt from Better Start Bradford. The Lancet, 392, S30-S30.
Fricke S, Burgoyne K, Bowyer-Crane C, Kyriacou M, Zosimidou O, Maxwell L, Lervåg A, Snowling M & Hulme C (2017) The efficacy of early language intervention in mainstream school settings: a randomized controlled trial. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 58(10), 1141-1151. View this article in WRRO
Bowyer-Crane C, Fricke S, Schaefer B, Lervåg A & Hulme C (2017) Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses. Reading and Writing, 30(4), 771-790. View this article in WRRO
Haley A, Hulme C, Bowyer-Crane C, Snowling MJ & Fricke S (2017) Oral language skills intervention in pre‐school—a cautionary tale. International Journal of Language and Communication Disorders, 52(1), 71-79. View this article in WRRO
Dickerson J, Bird PK, McEachan RRC, Pickett KE, Waiblinger D, Uphoff E, Mason D, Bryant M, Bywater T, Bowyer-Crane C , Sahota P et al (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).
Asbury K, Klassen R, Bowyer-Crane C, Kyriacou C & Nash P (2016) National differences in mindset among students who plan to be teachers. International Journal of School & Educational Psychology, 4(3), 158-164.
Schaefer B, Bowyer-Crane C, Herrmann F & Fricke S (2015) Development of a tablet application for the screening of receptive vocabulary skills in multilingual children: A pilot study. Child Language Teaching and Therapy, 32(2), 179-191. View this article in WRRO
Bjork IM & Bowyer-Crane C (2013) Cognitive skills used to solve mathematical word problems and numerical operations: a study of 6- to 7-year-old children. European Journal of Psychology of Education, 28(4), 1345-1360.
Fricke S, Bowyer‐Crane C, Haley AJ, Hulme C & Snowling MJ (2013) Efficacy of language intervention in the early years. Journal of Child Psychology and Psychiatry, 54(3), 280-290. View this article in WRRO
Hulme C, Bowyer-Crane C, Carroll JM, Duff FJ & Snowling MJ (2012) The Causal Role of Phoneme Awareness and Letter-Sound Knowledge in Learning to Read. Psychological Science, 23(6), 572-577.
Bowyer-Crane C & Snowling MJ (2010) Turning frogs into princes: can children make inferences from fairy tales?. Reading and Writing, 23(1), 19-29.
Duff FJ, Fieldsend E, Bowyer-Crane C, Hulme C, Smith G, Gibbs S & Snowling MJ (2008) Reading with vocabulary intervention: evaluation of an instruction for children with poor response to reading intervention. Journal of Research in Reading, 31(3), 319-336.
Bowyer-Crane C, Snowling MJ, Duff FJ, Fieldsend E, Carroll JM, Miles J, Götz K & Hulme C (2008) Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention. Journal of Child Psychology and Psychiatry, 49(4), 422-432.
Bowyer-Crane C & Snowling MJ (2005) Assessing children's inference generation: What do tests of reading comprehension measure?. British Journal of Educational Psychology, 75(2), 189-201.
Snowling MJ, Adams JW, Bowyer-Crane C & Tobin V (2000) Levels of literacy among juvenile offenders: the incidence of specific reading difficulties. Criminal Behaviour and Mental Health, 10(4), 229-241.
Nation K, Adams JW, Bowyer-Crane CA & Snowling MJ (1999) Working Memory Deficits in Poor Comprehenders Reflect Underlying Language Impairments. Journal of Experimental Child Psychology, 73(2), 139-158.
Hatcher PJ, Hulme C, Miles JNV, Carroll JM, Hatcher J, Gibbs S, Smith G, Bowyer-Crane C & Snowling MJ () Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial. Journal of Child Psychology and Psychiatry, 47(8), 820-827.

Preprints

Zuniga-Montanez C, Fricke S, Lisauskaite E, Hutchinson J & Bowyer-Crane C (2023) ‘Making sure that people are in a good place is draining, and nobody does that for me’: The pandemic and its ongoing impact on teachers and headteachers, Center for Open Science.
Nielsen D, d'Apice K, Cheung R, Bryant M, Heald R, Storr C, Tracey L, Rashid R, Dickerson J & Bowyer-Crane C (2022) A randomised controlled feasibility trial of an early years language development intervention: Results of the ‘outcomes of Talking Together evaluation and results’ (oTTer) project, Research Square Platform LLC.

Teaching interests: Claudine teaches on the BA Education, Culture and Childhood; the MA Education, the MA Education and Psychology and the MSc Education and Psychology (Conversion) programmes as well as supervising students on the EdD programme.

Professional activities and memberships: Member of the Editorial Board for Languages