Claudine Bowyer‐Crane

University of Sheffield — United Kingdom

Psychology · Social Sciences

21h-index2.3kcitations61works0.02yr avg
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Research Topics

Reading and Literacy Development(25), Language Development and Disorders(16), Education Systems and Policy(9), Multilingual Education and Policy(6), Early Childhood Education and Development(5)

Publications61 total

Factors shaping children’s language skills in the first year following the Covid-19 pandemic
Journal of Early Childhood Research·2025Open Access
Communication Friendly Home-Based Settings (CFHBS) Pilot Report
White Rose Research Online (University of Leeds, The University of Sheffield, University of York)·2025
Factors Shaping Children's Language Skills in the First Year Post-Pandemic
2024Open Access
Risk and Protective Factors Affecting Children's Socioemotional Skills in the First Year Post-Pandemic
2024Open Access
Risk and Protective Factors Affecting Children's Socioemotional Skills in the First Year Post-Pandemic
2024Open Access
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·2023· 1 citedOpen Access
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·2023· 9 citedOpen Access
‘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
2023Open Access
A randomised controlled feasibility trial of an early years language development intervention: Results of the ‘outcomes of Talking Together evaluation and results’ (oTTer) project
2022Open Access
Delivering language intervention at scale: promises and pitfalls
Journal of Research in Reading·2022· 24 citedOpen Access
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·2019· 10 citedOpen Access
Integrating research and system-wide practice in public health: lessons learnt from Better Start Bradford
BMC Public Health·2019· 26 citedOpen Access
Outcomes of Talking Together: Evaluation and Results (oTTer)
http://isrctn.com/·2019
Grammar for Writing: Evaluation report and executive summary
White Rose Research Online (University of Leeds, The University of Sheffield, University of York)·2019· 9 cited
Integrating research and system-wide practice in public health to enhance the evidence-base of interventions: lessons learnt from Better Start Bradford
The Lancet·2018· 2 cited
The efficacy of early language intervention in mainstream school settings: a randomized controlled trial
Journal of Child Psychology and Psychiatry·2017· 76 citedOpen Access
Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses
Reading and Writing·2016· 33 citedOpen Access
Born in Bradford’s Better Start: an experimental birth cohort study to evaluate the impact of early life interventions
BMC Public Health·2016· 104 citedOpen Access
Oral language skills intervention in pre‐school—a cautionary tale
International Journal of Language & Communication Disorders·2016· 28 cited
Receptive Vocabulary Screener
PsycTESTS Dataset·2016
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Frequent Co-authors

Charles Hulme(28), Margaret J. Snowling(24), Fiona J. Duff(21), Julia M. Carroll(19), Silke Fricke(11), Josie Dickerson(7), Maria Bryant(6), Maggie Snowling(5), Dea Nielsen(5), Louise Tracey(4), Cecilia Zuniga‐Montanez(4), Elena Lisauskaite(4), Jo Hutchinson(4), Philippa K Bird(3), Rosemary McEachan(3), Kate E. Pickett(3), Eleonora Uphoff(3), Tracey Bywater(3), Pinki Sahota(3), Neil Small(3)