WorldCat Identities

Dockrell, Julie

Works: 33 works in 141 publications in 4 languages and 2,455 library holdings
Genres: Conference papers and proceedings  Academic theses  History  Study guides  Criticism, interpretation, etc 
Roles: Author, Editor, Other
Classifications: LC4704, 371.9
Publication Timeline
Most widely held works by Julie Dockrell
Children's language and communication difficulties : understanding, identification, and intervention by Julie Dockrell( )

27 editions published between 1999 and 2004 in English and held by 898 WorldCat member libraries worldwide

"Children's Language and Communication Difficulties offers professionals and parents an up-to-date account of the developmental language problems that children experience, the provision available to meet the child's needs, and the long-term impact of language difficulties." "The authors examine the problems of identification and diagnosis, and explore the range of physical and cognitive disabilities associated with language problems. They have also looked closely at alternative forms of communication and have provided the reader with discussion and evaluation of recently developed intervention techniques."--Jacket
Children's learning difficulties : a cognitive approach by Julie Dockrell( Book )

21 editions published between 1992 and 1999 in 3 languages and held by 662 WorldCat member libraries worldwide

Piaget, Vygotsky, and beyond : future issues for developmental psychology and education by Leslie Smith( Book )

24 editions published between 1997 and 2014 in English and held by 492 WorldCat member libraries worldwide

Jean Piaget and Lev Vygotsky are arguably the two most influential figures in psychological research. Although born in the same year of 1896, it is only over the last decade or so that the work of Vygotsky has rivalled that of Piaget in importance in the Western world. Piaget, Vygotsky and Beyond examines the contribution made by these two seminal figures and assesses their possible influence over future work to be carried out in the next few years leading into the new millennium. Arranged around five themes (educational intervention and teaching, social collaboration and learning, cognitive skills and domain-specificity, the measurement of development and the development of modal understanding), each paper is followed by a discussant's comments. Piaget, Vygotsky and Beyond is a uniquely comprehensive collection, drawing together a wide range of themes in psychology and educational research that would otherwise be dispersed throughout a variety of different publications. It will be useful to advanced scholars and practitioner-researchers in both education and psychology. Professor Michael Beveridge, University of Bristol; Professor Michael Shayer, University of Cambridge; Dr.; Gerard Duveen, University of Cambridge; Professor A.N
Developmental psychology : a reader( Book )

8 editions published between 1988 and 1998 in English and held by 191 WorldCat member libraries worldwide

Notational Knowledge : historical and developmental perspectives by Eva Teubal( Book )

10 editions published between 2006 and 2007 in English and held by 40 WorldCat member libraries worldwide

Permanent external representations in the form of drawings, maps, musical scores, figures, graphs, writing, numerals, hallmarks and signatures are part of our daily landscape and permeate most social activities almost from the moment we are born. This book is about humans' appropriation, understanding and use of external representations. The authors, all established researchers, present first hand research in the domain of notational knowledge. They reflect on the peculiar features and representational mechanisms of notational systems based on cultural conventions such as musical notation, graphs, writing, numerals and mathematical notation as well as on unique notations that children create in new situations. There are two chapter clusters in the book. The first cluster considers these systems from a historical perspective. Authors focus on the characteristics of these systems in different cultures and at different times and analyze the ways in which notation systems evolve and transform our social interactions, our ideas about language and about other domains of knowledge. The second cluster of chapters takes a developmental perspective. In these chapters the authors focus on the individual appropriation of these systems and highlight the interest for studying permanent external representation as a domain of human development. In particular, authors explore the ways in which notation systems are acquired, the extent to which children are sensitive to their distinguishing constraints and to the particular contents they come to represent and question the future of notations. Both the historical and the developmental perspectives are crucial for understanding the relations between culture and cognition. We can learn about the human mind through analyzing the social processes of invention and transformations of cultural artifacts and also through the individual and social process of appropriation of the cultural artifacts already created. A common theme in the book is that permanent external representations are not just instruments for expressing given information or tools for communication, they are objects to think with. They not only keep record of existing knowledge but are themselves instrumental in the creation of new knowledge. There are conceptual, linguistic and esthetic distinctions that may be unattainable without notational means. The book will be useful for students of psychology, philosophy, linguistics and education and for every one interested in understanding ways in which knowledge is generated, recorded and scrutinized. Although there are other volumes on writing, literacy, and numeracy, and some chapters are available in other volumes on the history of writing, mathematics or musical notation, the present proposal is unique and timely for the range of notational systems it embraces, for including both an historical and a developmental perspective and for the number of theoretical frameworks it discusses
Dificultades de aprendizaje en la infancia : un enfoque cognitivo by Julie Dockrell( Book )

3 editions published between 1997 and 2009 in Spanish and held by 35 WorldCat member libraries worldwide

Muchos niños experimentan dificultades en el aprendizaje, ya sean específicas, en el caso de que el chico tenga problemas con alguna tarea determinada --como puede ser la lectura--, o más generales, como sucede cuando el aprendizaje es más lento de lo normal en una serie de tareas. En este libro, a través de un establecimiento de relaciones entre la teoría y la práctica en un marco accesible, se examina el papel que desempeñan los factores cognitivos en todo este asunto y se plantean una serie de preguntas básicas al respecto: ¿qué impide a un niño progresar en la adquisición de nuevos conocimientos?, ¿por qué los niños con dificultades de aprendizaje presentan un uso más pobre de estrategias?, ¿en qué se diferencian los niños con dificultades de aprendizaje de los que evolucionan sin esos problemas? Los autores defienden que, para valorar el problema de un niño y diseñar programas de intervención eficaces, es esencial comprender las demandas realizadas al sistema cognitivo infantil, a
Learning through digital technologies by Jean D. M Underwood( Book )

4 editions published in 2007 in English and Spanish and held by 33 WorldCat member libraries worldwide

This monograph issue focuses on the understanding that psychological theories and processes bring to the role of digital technologies in a range of formal and informal learning situations. It considers how cultural psychology can contribute to learning sciences and links both the use of computers as cognitive tools and the valuable role of interaction for learning. The concept of interaction is central to the research presented - between individuals, groups and technology - and evidence is provided of the role of dialogical and social processes needed for learning and conceptual development. The issue also concentrates on technology stimulated social interaction but considers the value of such interaction as a causal process in the development of teachers' pedagogic skills. The positive aspects of technology for learning is tempered by evidence of powerful learning events in the form of epistemic games are being ignored by educational policy makers. It is argued that a paradigm shift is needed in the way in which we think about education in the global information era. The monograph issue ends with presented evidence from a range of psychological research on the costs and benefits of involving digital technologies in education. [Web]
Pedagogy - teaching for learning( Book )

3 editions published between 2005 and 2007 in English and held by 32 WorldCat member libraries worldwide

Writing development in children with hearing loss, dyslexia, or oral language problems : implications for assessment and instruction by Barbara Arfé( )

10 editions published in 2014 in English and held by 21 WorldCat member libraries worldwide

Writing plays a key role in society. Yet, many children struggle in learning to write, and often this is related to difficulties in the development of their oral-language skills. For students with oral language difficulties text production is particularly challenging, yet there have been few attempts to consider the impact of different oral language problems on the production of written text. This book focuses on the relationship between oral language problems and writing problems for children with hearing loss, those with oral-language difficulties and those with dyslexia
Hard times : a community based RCT of cognitive behavioural work with gay men by Julie Dockrell( Book )

1 edition published in 1999 in English and held by 6 WorldCat member libraries worldwide

Primary schools : the built environment by Karl Wall( Book )

2 editions published in 2008 in English and held by 5 WorldCat member libraries worldwide

Primary schools : the built environment by Karl Wall( Book )

1 edition published in 2008 in English and held by 4 WorldCat member libraries worldwide

Criancas com dificuldades de aprendizagem : uma abordagem cognitiva by Julie Dockrell( Book )

2 editions published in 2000 in Portuguese and English and held by 4 WorldCat member libraries worldwide

The child's acquisition of unfamiliar words : an experimental study by Julie Dockrell( Book )

3 editions published in 1981 in English and held by 4 WorldCat member libraries worldwide

Analysis of data collected in response to the Audit Commission's Statutory assessment and statements of SEN : in need of review? by Nick Peacey( Book )

2 editions published in 2002 in English and held by 4 WorldCat member libraries worldwide

Child development 1 by Julie Dockrell( Book )

2 editions published in 1996 in English and held by 4 WorldCat member libraries worldwide

Teaching and learning writing : British journal of educational psychology( Book )

1 edition published in 2009 in English and held by 2 WorldCat member libraries worldwide

Child development 2 by Julie Dockrell( Book )

1 edition published in 1997 in English and held by 2 WorldCat member libraries worldwide

Inflectional and derivational morphological spelling abilities of children with Specific Language Impairment by S Critten( )

1 edition published in 2014 in Undetermined and held by 1 WorldCat member library worldwide

Children with Specific Language Impairment (SLI) are known to have difficulties with spelling but the factors that underpin these difficulties, are a matter of debate. The present study investigated the impact of oral language and literacy on the bound morpheme spelling abilities of children with SLI. Thirty-three children with SLI (9-10 years) and two control groups, one matched for chronological ages (CA) and one for language and spelling age (LA) (aged 6-8 years) were given dictated spelling tasks of 24 words containing inflectional morphemes and 18 words containing derivational morphemes. There were no significant differences between the SLI group and their LA matches in accuracy or error patterns for inflectional morphemes. By contrast when spelling derivational morphemes the SLI group was less accurate and made proportionately more omissions and phonologically implausible errors than both control groups. Spelling accuracy was associated with phonological awareness and reading: reading performance significantly predicted the ability to spell both inflectional and derivational morphemes. The particular difficulties experienced by the children with SLI for derivational morphemes are considered in relation to reading and oral language
moreShow More Titles
fewerShow Fewer Titles
Audience Level
Audience Level
  Kids General Special  
Audience level: 0.33 (from 0.02 for Children's ... to 1.00 for Inflection ...)

Children's learning difficulties : a cognitive approach
Children's learning difficulties : a cognitive approachPiaget, Vygotsky, and beyond : future issues for developmental psychology and educationDevelopmental psychology : a readerNotational Knowledge : historical and developmental perspectivesLearning through digital technologiesPedagogy - teaching for learning
Alternative Names
Dockrell, J. 1955-

Dockrell, J. E. 1955-

Dockrell, Julie.

Dockrell, Julie E.

Dockrell, Julie E. 1955-

Julie E. Dockrell researcher