Dr Emily Oxley

  • Lecturer in Language and Literacy Education, Affiliate (School of Social & Environmental Sustainability)

Biography

Dr Emily Oxley is a Lecturer in the School of Social and Environmental Sustainability, University of Glasgow. She completed an ESRC funded PhD for the White Rose Doctoral Training Centre – ‘Understanding and enhancing reading and language skills in children learning English as an additional language’ at the University of Leeds.   

Since then, Emily has worked at the Universities of Leeds, Edinburgh and Glasgow as a post-doctoral researcher. Most recently, she worked as a Fellow in Evidence Synthesis at the National Institute of Teaching. 

Research interests

Language acquisition 

Literacy development 

Special Educational Needs

Language pedagogies

Second language acquisition 

Reading motivation and engagement 

 

Publications

List by: Type | Date

Jump to: 2024 | 2023 | 2022 | 2021
Number of items: 11.

2024

Oxley, E. , Nash, H. M. and Weighall, A. R. (2024) Consensus building using the Delphi method in educational research: a case study with educational professionals. International Journal of Research and Method in Education, (doi: 10.1080/1743727X.2024.2317851) (Early Online Publication)

Vincent, M. , Oxley, E. and Law, J. (2024) Understanding dyslexic teachers’ experiences of modern foreign language teaching under the Scottish 1+2 initiative. Solway Seminar Series, Glasgow, UK, 24 Jan 2024.

Bond, M., Khosravi, H., De Laat, M., Bergdahl, N., Negrea, V., Oxley, E. , Pham, P., Wang Chong, S. and Siemens, G. (2024) A meta systematic review of artificial intelligence in higher education: a call for increased ethics, collaboration, and rigour. International Journal of Educational Technology in Higher Education, 21, 4. (doi: 10.1186/s41239-023-00436-z)

2023

Dixon, C., Oxley, E. , Nash, H. and Steenberg Gellert, A. (2023) Does dynamic assessment offer an alternative approach to identifying reading disorder? A systematic review. Journal of Learning Disabilities, 56(6), pp. 423-439. (doi: 10.1177/00222194221117510) (PMID:36017540)

Harding, S., Chauhan‐Sims, M., Oxley, E. and Nash, H. M. (2023) A Delphi study exploring the barriers to dyslexia diagnosis and support: a parent's perspective. Dyslexia, 29(3), pp. 162-178. (doi: 10.1002/dys.1743) (PMID:37313635)

Oxley, E. and McGeown, S. (2023) Reading for pleasure practices in school: children’s perspectives and experiences. Educational Research, 65(3), pp. 375-391. (doi: 10.1080/00131881.2023.2236123)

Dixon, C., Hessel, A., Smith, N., Nielsen, D., Wesierska, M. and Oxley, E. (2023) Receptive and expressive vocabulary development in children learning English as an additional language: converging evidence from multiple datasets. Journal of Child Language, 50(3), pp. 610-631. (doi: 10.1017/S0305000922000071)

Dixon, C., Oxley, E. , Steenberg Gellert, A. and Nash, H. (2023) Dynamic assessment as a predictor of reading development: a systematic review. Reading and Writing, 36, pp. 673-698. (doi: 10.1007/s11145-022-10312-3)

McGeown, S., Oxley, E. , Love to Read Practice Partners, , Ricketts, J. and Shapiro, L. (2023) Working at the intersection of research and practice: the love to read project. International Journal of Educational Research, 117, 102134. (doi: 10.1016/j.ijer.2022.102134)

2022

McGeown, S., Oxley, E. and Steel, J. (2022) Collaboration and co-design: Learning from literacy interventions co-created by researchers and teachers. Psychology of Education Review, 46(2), pp. 4-9. (doi: 10.53841/bpsper.2022.46.2.4)

2021

Oxley, E. and de Cat, C. (2021) A systematic review of language and literacy interventions in children and adolescents with English as an additional language (EAL). Language Learning Journal, 49(3), pp. 265-287. (doi: 10.1080/09571736.2019.1597146)

This list was generated on Sun Dec 22 04:51:17 2024 GMT.
Jump to: Articles | Conference or Workshop Item
Number of items: 11.

Articles

Oxley, E. , Nash, H. M. and Weighall, A. R. (2024) Consensus building using the Delphi method in educational research: a case study with educational professionals. International Journal of Research and Method in Education, (doi: 10.1080/1743727X.2024.2317851) (Early Online Publication)

Bond, M., Khosravi, H., De Laat, M., Bergdahl, N., Negrea, V., Oxley, E. , Pham, P., Wang Chong, S. and Siemens, G. (2024) A meta systematic review of artificial intelligence in higher education: a call for increased ethics, collaboration, and rigour. International Journal of Educational Technology in Higher Education, 21, 4. (doi: 10.1186/s41239-023-00436-z)

Dixon, C., Oxley, E. , Nash, H. and Steenberg Gellert, A. (2023) Does dynamic assessment offer an alternative approach to identifying reading disorder? A systematic review. Journal of Learning Disabilities, 56(6), pp. 423-439. (doi: 10.1177/00222194221117510) (PMID:36017540)

Harding, S., Chauhan‐Sims, M., Oxley, E. and Nash, H. M. (2023) A Delphi study exploring the barriers to dyslexia diagnosis and support: a parent's perspective. Dyslexia, 29(3), pp. 162-178. (doi: 10.1002/dys.1743) (PMID:37313635)

Oxley, E. and McGeown, S. (2023) Reading for pleasure practices in school: children’s perspectives and experiences. Educational Research, 65(3), pp. 375-391. (doi: 10.1080/00131881.2023.2236123)

Dixon, C., Hessel, A., Smith, N., Nielsen, D., Wesierska, M. and Oxley, E. (2023) Receptive and expressive vocabulary development in children learning English as an additional language: converging evidence from multiple datasets. Journal of Child Language, 50(3), pp. 610-631. (doi: 10.1017/S0305000922000071)

Dixon, C., Oxley, E. , Steenberg Gellert, A. and Nash, H. (2023) Dynamic assessment as a predictor of reading development: a systematic review. Reading and Writing, 36, pp. 673-698. (doi: 10.1007/s11145-022-10312-3)

McGeown, S., Oxley, E. , Love to Read Practice Partners, , Ricketts, J. and Shapiro, L. (2023) Working at the intersection of research and practice: the love to read project. International Journal of Educational Research, 117, 102134. (doi: 10.1016/j.ijer.2022.102134)

McGeown, S., Oxley, E. and Steel, J. (2022) Collaboration and co-design: Learning from literacy interventions co-created by researchers and teachers. Psychology of Education Review, 46(2), pp. 4-9. (doi: 10.53841/bpsper.2022.46.2.4)

Oxley, E. and de Cat, C. (2021) A systematic review of language and literacy interventions in children and adolescents with English as an additional language (EAL). Language Learning Journal, 49(3), pp. 265-287. (doi: 10.1080/09571736.2019.1597146)

Conference or Workshop Item

Vincent, M. , Oxley, E. and Law, J. (2024) Understanding dyslexic teachers’ experiences of modern foreign language teaching under the Scottish 1+2 initiative. Solway Seminar Series, Glasgow, UK, 24 Jan 2024.

This list was generated on Sun Dec 22 04:51:17 2024 GMT.

Prior publications

ORCiD

Hannah Nash, Chris Dixon, Paula Clarke, Emily Oxley, Anna Steenberg Gellert, Anna Weighall, (2024) Dynamic assessment of word learning as a predictor of vocabulary, reading comprehension and risk status for the poor comprehender reading profile Reading and Writing (doi: 10.1007/s11145-024-10603-x); source: Crossref

Emily Oxley, Miriam McBreen, Laura Shapiro, Jessie Ricketts, Sarah Patricia McGeown, (2023) An evaluation of the XXX programme: Examining implementation and effectiveness (doi: 10.31219/osf.io/agb6w); source: Crossref

Sophie R Harding, Maya Chauhan-Sims, Emily Oxley, Hannah Nash, (2022) A Delphi Study exploring the barriers to Dyslexia diagnosis and support: A parent’s perspective (doi: 10.31219/osf.io/6rq3f); source: Crossref

Teaching

PGDE Literacy 

Additional Support Needs 

Professional activities & recognition

Editorial boards

  • 2024: Innovation in Language Learning and Teaching
  • 2025: Research Synthesis in Applied Linguistics

Selected international presentations

  • 2024: Annual Meeting of the British Educational Research Association (Manchester, UK)
  • 2023: Annual Meeting of the British Educational Research Association (Birmingham, UK)
  • 2022: Annual Meeting of the United Kingdom Literacy Association (Birmingham, UK)
  • 2019: Child Language Symposium (Sheffield, UK)
  • 2019: Experimental Psychology Association (Manchester, UK)
  • 2018: The Canadian Society for Brain, Behaviour and Cognitive Science (St John's, Canada)
  • 2017: Many Paths to Languages, Max Planck Institute for Psycholinguistics (Nijmegen, Netherlands)
  • 2017: European Society of Cognitive Psychology, (Potsdam, Germany)
  • 2016: Conference for Lesser Educated Second Language and Literacy Acquisition (St Augustine, Florida)