Ahmed, H., Wilson, A., Mead, N., Noble, H., Richardson, U., Wolpert, M. A., & Goswami, U. (2020). An Evaluation of the Efficacy of GraphoGame Rime for Promoting English Phonics Knowledge in Poor Readers.Frontiers in Education,5, 132.https://doi.org/10.3389/feduc.2020.00132
Ní Choisdealbha, Á., Attaheri, A., Rocha, S., Brusini, P., Mead, N., Gibbon, S., Olawole-Scott, H., Boutris, P., Williams, I., Ahmed, H., Grey, C., Flanagan, S., & Goswami, U. (2020, July 5-9).The development of amplitude rise time detection in the first year[Poster presentation]. International Congress of Infant Studies.
Ní Choisdealbha, Á., Attaheri, A., Rocha, S., Mead, N., Gibbon, S., Olawole-Scott, H., Boutris, P., Flanagan, S., Williams, I., Ahmed, H., Grey, C., Brusini, P., & Goswami, U. (2020, July 5-9).Changes in neural rhythmic entrainment during the first year of life[Symposium talk]. International Congress of Infant Studies.
Rocha, S., Attaheri, A., Ní Choisdealbha, Á., Brusini, P., Flanagan, S., Mead, N., Boutris, P., Gibbon, S., Olawole-Scott, H., Ahmed, H., & Goswami, U. (2020, July 5-9).BabyRhythm: Early infant audio-motor rhythmic synchronisations predicts later language outcomes[Poster presentation]. International Congress of Infant Studies.
Rocha, S., Attaheri, A., Ní Choisdealbha, Á., Brusini, P., Flanagan, S., Mead, N., Boutris, P., Gibbon, S., Olawole-Scott, H., Ahmed, H., & Goswami, U. (2020, January 8-10). Infant gross motor rhythmic synchronisation and relationships with language [Poster presentation]. 10th Annual CEU Conference on Cognitive Development, Budapest, Hungary.
Attaheri, A., Ní Choisdealbha, Á., Liberto, G.M., Brusini, P., Rocha, S., Flanagan, S., Mead, N., Boutris, P., Gibbon, S., Olawole-Scott, H., Ahmed, H., Williams, I., & Goswami, U. (2019, October 19-23)Neural Oscillations and nursery rhymes; An EEG study into individual differences in infant language development[Poster presentation]. Society for Neuroscience, Chicago, IL, USA.
Goswami, U. (2019). Speech rhythm and language acquisition: An amplitude modulation phase hierarchy perspective. Annals of the New York Academy of Sciences, 1453(1), 67-78. https://doi.org/10.1111/nyas.14137
Kalashnikova, M., Goswami, U., & Burnham, D. (2019). Delayed development of phonological constancy in toddlers at family risk for dyslexia. Infant Behavior and Development, 57, 101327. https://doi.org/10.1016/j.infbeh.2019.101327
Kalashnikova, M., Goswami, U., & Burnham, D. (2019). Sensitivity to amplitude envelope rise time in infancy and vocabulary development at three years: A significant relationship. Developmental Science, 22(6), e12836. https://doi.org/10.1111/desc.12836
Ní Choisdealbha, Á., Attaheri, A., Brusini, P., Rocha, S., Flanagan, S., Mead, N., Boutris, P., Gibbon, S., Scott, H., Ahmed, H., & Goswami, U. (2019, June 13-15).Individual differences in auditory entrainment to speech and nonspeech rhythm by infants and relations with early language development[Poster presentation]. Workshop on Infant Language Development, Potsdam, Germany.
Richards, S., & Goswami, U. (2019). Impaired recognition of metrical and syntactic boundaries in children with developmental language disorders. Brain Sciences, 9, 33. https://doi.org/10.3390/brainsci9020033
Araújo, J., Flanagan, S., Castro-Caldas, A., & Goswami, U. (2018). The temporal modulation structure of illiterate versus literate adult speech. PLOS ONE, 13(10), e0205224. https://doi.org/10.1371/journal.pone.0205224
Brusini, P., Attaheri, A., Rocha, S., Flanagan, S., Mead, N., Boutris, P., & Goswami, U. (2018, June 27-29)BabyRhythm: An early neural windowinto infant language skills[Poster presentation]. International Neurogonomics Conference, Philadelphia, PA, USA.
Kalashnikova, M., Goswami, U., & Burnham, D. (2018). Mothers speak differently to infants at-risk for dyslexia. Developmental Science, 21(1), 1–15 https://doi.org/10.1111/desc.12487
Rocha, S., Attaheri, A., Ní Choisdealbh, A., Brusini, P., Mead, N., Olawole-Scott, H., Boutris, P., Gibbon, S., Flannagan, S., & Goswami, U. (2018, September 21). The BabyRhythm Project: Looking longitudinally at early rhythmic skill and language development [Presentation]. BASIS Annual Scientific Meeting, London, UK.
Goswami, U., Leong, V., & Power, A. J. (2017). Neurocognitive basis of auditory processing and phonology in developmental dyslexia. In G. Eden (Ed.), Wiley-Blackwell Handbook of Cognitive Neuroscience of Developmental Dyslexia. Wiley.
Leong, V., Kalashnikova, M., Burnham, D. & Goswami, U. (2017). The temporal modulation structure of infant-directed speech. Open Mind, 1(2), 78-90. https://doi.org/10.1162/OPMI_a_00008
Cutini, S., Szűcs, D., Mead, N., Huss, M., & Goswami, U. (2016). Atypical right hemisphere response to slow temporal modulations in children with developmental dyslexia. NeuroImage, 143, 40-49. https://doi.org/10.1016/j.neuroimage.2016.08.012
Goswami, U. (2016). Educational neuroscience: Neural structure-mapping and the promise of oscillations. Current Opinion in Behavioral Sciences, 10, 89–96. https://doi.org/10.1016/j.cobeha.2016.05.011
Leong, V., & Goswami, U. (2016). Difficulties in auditory organization as a cause of reading backwardness? An auditory neuroscience perspective. Developmental Science, 20(6), e12457. https://doi.org/10.1111/desc.12457
Power, A. J., Colling, L. C., Mead, N., Barnes, L., & Goswami, U. (2016). Neural encoding of the speech envelope by children with developmental dyslexia. Brain & Language, 160, 1-10. https://doi.org/10.1016/j.bandl.2016.06.006
Cumming, R., Wilson, A., & Goswami, U. (2015). Basic auditory processing and sensitivity to prosodic structure in children with specific language impairments: A new look at a perceptual hypothesis. Frontiers in Psychology, 6, 972. https://doi.org/10.3389/fpsyg.2015.00972
Cumming, R., Wilson, A., Leong, V., Colling, L., & Goswami, U. (2015). Awareness of Rhythm Patterns in Speech and Music in Children with Specific Language Impairments. Frontiers in Human Neuroscience, 9. https://doi.org/10.3389/fnhum.2015.00672
Leong, V., & Goswami, U. (2015). Acoustic-emergent phonology in the amplitude envelope of child-directed speech. PLOS ONE, 10(12), e0144411. https://doi.org/10.1371/journal .pone.0144411
Richards, S., & Goswami, U. (2015). Auditory Processing in Specific Language Impairment (SLI): Relations with the Perception of Lexical and Phrasal Stress. Journal of Speech, Language, and Hearing Research, 58(4), 1292-1305. https://doi.org/10.1044/2015_jslhr-l-13-0306
Bishop-Liebler, P., Welch, G., Huss, M., Thomson, J., & Goswami, U. (2014). Auditory Temporal Processing Skills in Musicians with Dyslexia. Dyslexia, 20(3), 261-279. https://doi.org/10.1002/dys.1479
Goswami, U., Power, A. J., Lallier, M. & Facoetti, A. (2014). Oscillatory ‘temporal sampling’ and developmental dyslexia: Towards an over-arching theoretical framework. Frontiers in Human Neuroscience, 8, 904. https://doi.org/10.3389/fnhum.2014.00904
Leong, V., & Goswami, U. (2014). Assessment of rhythmic entrainment at multiple timescales in dyslexia: Evidence for disruption to syllable timing. Hearing Research, 308(100), 141–161. https://doi.org/10.1016/j.heares.2013.07.015
Leong, V., & Goswami, U. (2014). Impaired extraction of speech rhythm from temporal modulation patterns in speech in developmental dyslexia. Frontiers in Human Neuroscience, 8. https://doi.org/10.3389/fnhum.2014.00096
Leong, V., Kalashnikova, M., Burnham, D., & Goswami, U. (2014, September 14-18). Infant-directed speech enhances temporal rhythmic structure in the envelope. 15th Annual Conference of the International Speech Communication Association, Singapore.
Leong, V., Stone, M. A., Turner, R. E. & Goswami, U. (2014). A role for amplitude modulation phase relationships in speech rhythm perception. The Journal of the Acoustical Society of America, 136, 366–381. https://doi.org/10.1121/1.4883366
Bhide, A., Power, A. J., & Goswami, U. (2013). A rhythmic musical intervention for poor readers: A comparison of efficacy with a letter-based intervention. Mind, Brain and Education, 7(2), 113-123. https://doi.org/10.1111/mbe.12016
Kuppen, S., Huss, M., & Goswami, U. (2013). A longitudinal study of basic auditory processing and phonological skills in children with low IQ. Applied Psycholinguistics, 35, 1-33. https://doi.org/10.1017/S0142716412000719
Megnin-Viggars, O., & Goswami, U. (2013). Audiovisual perception of noise vocoded speech in dyslexic and non-dyslexic adults: The role of low-frequency visual modulations. Brain and Language, 124, 165–173. https://doi.org/10.1016/j.bandl.2012.12.002
Soltész, F., Szűcs, D., Leong, V., White, S., & Goswami, U. (2013). Differential entrainment of neuroelectric delta oscillations in developmental dyslexia. PLOS ONE, 8(10), e76608. https://doi.org/10.1371/journal.pone.0076608
Thomson, J. M., Leong, V., & Goswami, U. (2013). Auditory processing interventions and developmental dyslexia: A comparison of phonemic and rhythmic approaches. Reading and Writing, 26, 139-161. http://dx.doi.org/10.1007/s11145-012-9359-6
Goswami, U. (2012). Entraining the brain: Applications to language research and links to musical entrainment. Empirical Musicology Review, 7, 57–63. https://doi.org/10.18061/1811/52980
Goswami, U. (2012). Language, music and children’s brains: A rhythmic timing perspective on language and music as cognitive systems. In P. Rebuschat, M. Rohrmeier, J. A. Hawkins & I. Cross (Eds.), Language and Music as Cognitive Systems (pp. 292-301). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199553426.003.0030
Goswami, U. (2012). Neuroscience and education: Can we go from basic research to translation?. A possible framework from dyslexia research. British Journal of Educational Psychology Monograph Series, 1, 129-142.
Goswami, U. (2012). Reading and spelling: Revisiting Bradley and Bryant’s study. In A. M. Slater & P. C. Quinn (Eds.), Developmental psychology: Revisiting the classic studies (pp. 132-147). Sage Publications.
Hämäläinen, J. A., Rupp, A., Soltész, F., Szücs, D., & Goswami, U. (2012). Reduced phase locking to slow amplitude modulation in adults with dyslexia: An MEG study. NeuroImage, 59, 2952-2961. https://doi.org/10.1016/j.neuroimage.2011.09.075
Power, A. J., Mead, N., Barnes, L., & Goswami, U. (2012). Neural entrainment to rhythmically presented auditory, visual, and audio-visual speech in children. Frontiers in Psychology, 3, 216. https://doi.org/10.3389/fpsyg.2012.00216
Wang, H-L. S., Huss, M., Hämäläinen, J. A., & Goswami, U. (2012). Basic auditory processing and developmental dyslexia in Chinese. Reading and Writing, 25, 509-536. https://doi.org/10.1007/s11145-010-9284-5
Goswami, U., Fosker, T., Huss, M., Mead, N., & Szűcs, D. (2011). Rise time and formant transition duration in the discrimination of speech sounds: The Ba-Wa distinction in developmental dyslexia. Developmental Science, 14, 34-43. https://doi.org/10.1111/j.1467-7687.2010.00955.x
Kuppen, S., Huss, M., Fosker, T., Fegan, N., & Goswami, U. (2011). Basic auditory processing skills and phonological awareness in low-IQ readers and typically developing controls. Scientific Studies of Reading, 15, 211-243. https://doi.org/10.1080/10888431003706291
Leong, V., Hämäläinen, J., Soltész, F., & Goswami, U. (2011). Rise time perception and detection of syllable stress in adults with developmental dyslexia. Journal of Memory and Language, 64, 59-73. https://doi.org/10.1016/j.jml.2010.09.003
Leong, V., Turner, R., Stone, M., & Goswami, U. (2011, July 13-15). An amplitude modulation (AM) cascade model for nursery rhyme rhythm [Poster presentation]. 13th Rhythm Perception & Production Workshop, Leipzig, Germany.
Soltész, F., Szűcs, D., White, S., Leong, V., & Goswami, U. (2011). Atypical entrainment of delta oscillations to auditory rhythm in developmental dyslexia. Conference Abstract: XI International Conference on Cognitive Neuroscience (ICON XI). https://doi.org/10.3389/conf.fnhum.2011.207.00308
Stefanics, G., Fosker, T., Huss, M., Mead, N., Szücs, D., & Goswami, U. (2011). Auditory sensory deficits in developmental dyslexia: A longitudinal ERP study. Neuroimage, 57, 723-732. https://doi.org/10.1016/j.neuroimage.2011.04.005
Corriveau, K. H., Goswami, U., & Thomson, J. M. (2010). Auditory processing and early literacy skills in a preschool and kindergarten population. Journal of Learning Disabilities, 43, 369-382. https://doi.org/10.1177/0022219410369071
Fraser, J., Goswami, U., & Conti-Ramsden, G. (2010). Dyslexia and specific language impairment: The role of phonology and auditory processing. Scientific Studies of Reading, 14, 8-29. https://doi.org/10.1080/10888430903242068
Goswami, U., Gerson, D., & Astruc, L. (2010). Amplitude envelope perception, phonology and prosodic sensitivity in children with developmental dyslexia. Reading and Writing, 23, 995-1019. https://doi.org/10.1007/s11145-009-9186-6
Thomson, J. M., & Goswami, U. (2010). Learning novel phonological representations in developmental dyslexia: Associations with basic auditory processing of rise time and phonological awareness. Reading & Writing, 23, 453–469. https://doi.org/10.1007/s11145-009-9167-9
Cheah, V., Hämäläinen, J., Soltész, F., & Goswami, U. (2009, August 28-September 1). Amplitude envelope perception and sensitivity to prosodic stress in developmental dyslexia [Poster presentation]. International Conference on Auditory Cortex, Magdeburg, Germany.
Corriveau, K. H., & Goswami, U. (2009). Rhythmic motor entrainment in children with speech and language impairments: Tapping to the beat. Cortex, 45, 119-130.https://doi.org/10.1016/j.cortex.2007.09.008
Goswami, U. (2009). Mind, brain, and literacy: Biomarkers as usable knowledge for education. Mind, Brain, and Education, 3, 176-184. https://doi.org/10.1111/j.1751-228X.2009.01068.x
Hämäläinen, J. A., Leppänen, P. H. T., Eklund, K., Thomson, J., Richardson, U., Guttorm, T. K., Witton, C., Poikkeus, A-M., Goswami, U., & Lyytinen, H. (2009). Common variance in amplitude envelope perception tasks and their impact on phoneme duration perception and reading and spelling in Finnish children with reading disabilities. Applied Psycholinguistics, 30, 511-530. https://doi.org/10.1017/S0142716409090250
Surányi, Z., Csépe, V., Richardson, U., Thomson, J. M., Honbolygó, F., & Goswami, U. (2009). Sensitivity to rhythmic parameters in dyslexic children: A comparison of Hungarian and English. Reading and Writing, 22, 41-56. https://doi.org/10.1007/s11145-007-9102-x
Wang, H-L. S., Huss, M., Hämäläinen, J. A., & Goswami, U. (2009, June 25-27). Amplitude envelope perception, reading and phonological skills: A study of dyslexia in Chinese [Paper presentation]. Annual Meeting of the Society for the Scientific Study of Reading, Boston, Massachusetts, USA.
Thomson, J., & Goswami, U. (2008). Rhythmic processing in children with developmental dyslexia: Auditory and motor rhythms link to reading and spelling. Journal of Physiology, 102, 120-129. https://doi.org/10.1016/j.jphysparis.2008.03.007
Corriveau, K., Pasquini, E., & Goswami, U. (2007). Basic auditory processing skills and specific language impairment: A new look at an old hypothesis. Journal of Speech, Language, and Hearing Research, 50, 647-666.https://doi.org/10.1044/1092-4388(2007/046)
Pasquini, E. S., Corriveau, K. H., & Goswami, U. (2007). Auditory processing of amplitude envelope rise time in adults diagnosed with developmental dyslexia. Scientific Studies of Reading, 11, 259-286. https://doi.org/10.1080/10888430701344280
Thomson, J. M., Fryer, B., Maltby, J., & Goswami, U. (2006). Auditory and motor rhythm awareness in adults with dyslexia. Journal of Research in Reading, 29, 334-348. https://doi.org/10.1111/j.1467-9817.2006.00312.x
Thomson, J. M., Richardson, U., & Goswami, U. (2005). Phonological similarity neighborhoods and children’s short-term memory: Typical development and dyslexia. Memory and Cognition, 33, 1210-1219. https://doi.org/10.3758/BF03193223
Goswami, U. (2004). Neuroscience and education. British Journal of Educational Psychology, 74, 1–14. https://doi.org/10.1348/000709904322848798
Goswami, U. (2004). Neuroscience, education and special education. British Journal of Special Education, 31, 175–183. https://doi.org/10.1111/j.0952-3383.2004.00352.x
Muneaux, M., Ziegler, J. C., Truc, C., Thomson, J., & Goswami, U. (2004). Deficits in beat perception and dyslexia: Evidence from French. NeuroReport, 15, 1255-1259. https://doi.org/10.1097/01.wnr.0000127459.31232.c4
Richardson, U., Thomson, J. M., Scott, S. K., & Goswami, U. (2004). Auditory processing skills and phonological representation in dyslexic children. Dyslexia, 10, 215-233. https://doi.org/10.1002/dys.276
de Cara, B., & Goswami, U. (2003). Phonological neighbourhood density effects in a rhyme awareness task in 5-year-old children. Journal of Child Language, 30, 695–710. https://doi.org/10.1017/S0305000903005725
Goswami, U. (2003). Why theories about developmental dyslexia require developmental designs. Trends in Cognitive Sciences, 7, 534-540. https://doi.org/10.1016/j.tics.2003.10.003
de Cara, B., & Goswami, U. (2002). Statistical analysis of similarity relations among spoken words: evidence for the special status of rimes in English. Behavioural Research Methods and Instrumentation, 34(3), 416-423.
de Cara, B., & Goswami, U. (2002). Statistical relations among spoken words: The special status of rimes in English. Behavior Research Methods, Instruments, and Computers, 34, 416-423. https://doi.org/10.3758/BF03195470
Goswami, U., Thomson, J., Richardson, U., Stainthorp, R., Hughes, D., Rosen, S., & Scott, S. K. (2002). Amplitude envelope onsets and developmental dyslexia: A new hypothesis. Proceedings of the National Academy of Sciences of the United States of America, 99(16), 10911-10916. https://doi.org/10.1073/pnas.122368599
Goswami, U. (2000). Phonological representations, reading development and dyslexia: Towards a cross-linguistic theoretical framework. Annals of Dyslexia, 6, 133-151. https://doi.org/10.1002/(SICI)1099-0909(200004/06)6:2<133::AID-DYS160>3.0.CO;2-A
Goswami, U., Porpodas, C., & Wheelwright, S. (1997). Children’s orthographic representations in English and Greek. European Journal of Psychology of Education, 12, 273-292. https://doi.org/10.1007/BF03172876
Swan, D., & Goswami, U. (1997). Picture Naming Deficits in Developmental Dyslexia: The Phonological Representations Hypothesis. Brain and Language, 56(3), 334-353. https://doi.org/10.1006/brln.1997.1855
Treiman, R., Goswami, U., Tincoff, R., & Leevers, H. (1997). Effects of dialect on American and British children’s spelling. Child Development, 68, 229-245. https://doi.org/10.2307/1131847
Wimmer, H., & Goswami, U. (1994). The influence of orthographic consistency on reading development: Word recognition in English and German children. Cognition, 51, 91-103. https://doi.org/10.1016/0010-0277(94)90010-8
Goswami, U., & Mead, F. (1992). Onset and rime awareness and analogies in reading. Reading Research Quarterly, 27(2), 152-162. https://doi.org/10.2307/747684
Goswami, U. (1991). Learning about spelling sequences: The role of onsets and rimes in analogies in reading. Child Development, 62, 1110-1123. https://doi.org/10.2307/1131156
Bryant, P., & Goswami, U. (1990). Comparisons between backward and normal readers: A risky business. BPS Education Section Review, 14(2), 3-10.
Treiman, R., Goswami, U., & Bruck, M. (1990). Not all nonwords are alike: Implications for reading development and theory. Memory and Cognition, 18, 559-567. https://doi.org/10.3758/BF03197098
Goswami, U., & Bryant, P. E. (1990). Phonological skills and learning to read. Lawrence Erlbaum.
Goswami, U. (1990). A special link between rhyming skill and the use of orthographic analogies by beginning readers. Journal of Child Psychology and Psychiatry, 31, 301-311. https://doi.org/10.1111/j.1469-7610.1990.tb01568.x
Goswami, U. (1990). Phonological priming and orthographic analogies in reading. Journal of Experimental Child Psychology, 49, 323-340. https://doi.org/10.1016/0022-0965(90)90062-D
Goswami, U., & Bryant, P. E. (1989). The interpretation of studies using the reading level design. Journal of Literacy Research, 21(4), 413-424. https://doi.org/10.1080/10862968909547687
Goswami, U. (1988). Children's use of analogy in learning to spell. British Journal of Developmental Psychology, 6, 21-33. https://doi.org/10.1111/j.2044-835X.1988.tb01077.x
Goswami, U. (1988). Orthographic analogies and reading development. The Quarterly Journal of Experimental Psychology Section A, 40, 239-268. https://doi.org/10.1080/02724988843000113
Bryant, P., & Goswami, U. (1986). Strengths and weaknesses of the reading level design: A comment on Backman, Mamen, and Ferguson. Psychological Bulletin, 100, 101-103. https://doi.org/10.1037/0033-2909.100.1.101
Goswami, U. (1986). Children's use of analogy in learning to read: A developmental study. Journal of Experimental Child Psychology, 42, 73-83. https://doi.org/10.1016/0022-0965(86)90016-0
