Prof. Chloë Marshall

Prof. Chloë Marshall is a Professor in Psychology, Language and Education at the UCL Institute of ‎Education, University College London.‎

Research Interests ‎

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.

Publications

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  ‎

  • Jones, A., Atkinson, J., Marshall, C., Botting, N., St Clair, M., & Morgan, G. (2018). Expressive vocabulary predicts non-verbal executive function: a 2-year longitudinal study of deaf and hearing children. Child Development. Click here
  • 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