Johny Daniel
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Articles by Johny Daniel
Compact guide – Building words and worlds: Vocabulary and knowledge in the inclusive classroom
JOHNY DANIEL, ASSOCIATE PROFESSOR, DURHAM UNIVERSITY, UK How many words students know and how well they know them are central to reading comprehension (Beck et al., 2013). Yet comprehension is not a free-floating skill that transfers across any text; it is dependent on what a reader already knows. In one study (Kaefer et al., 2015), preschoolers who knew less about birds understood a storybook about birds less well than their peers.
A curriculum-focused supplementary literacy intervention for secondary students with reading difficulties
Johny Daniel, Associate Professor, Durham University, UK Many students with special educational needs and disabilities (SEND) are one to two years behind their peers in reading by the end of primary school (Daniel, 2025). As students transition into secondary school, the texts they encounter become increasingly complex, requiring them to decode multisyllabic words, draw on domain-specific vocabulary, and integrate background knowledge to support meaning-making.
Why some children with learning difficulties get identified – and others don't
Johny Daniel, Associate Professor, School of Education, Durham University Two children sit in different schools. Both struggle to read. Both have similar low scores on national tests. But while one gets a diagnosis of specific learning difficulties and a package of support, the other is left to fall behind. My colleagues and I have carried outnew researchanalysing the records of around 540,000 primary school children across England. It reveals a troubling picture.
Why some children with learning difficulties get identified – and others don’t
By Johny Daniel, Associate Professor, School of Education, Durham University Two children sit in different schools. Both struggle to read. Both have similar low scores on national tests. But while one gets a diagnosis of specific learning difficulties and a package of support, the other is left to fall behind. My colleagues and I have carried out new research analysing the records of around 540,000 primary school children across England. It reveals a troubling picture.
Why some children with learning difficulties get identified – and others don’t
Two children sit in different schools. Both struggle to read. Both have similar low scores on national tests. But while one gets a diagnosis of specific learning difficulties and a package of support, the other is left to fall behind. My colleagues and I have carried out new research analysing the records of around 540,000 primary school children across England. It reveals a troubling picture.
Send reform: will the government’s plans work for children, parents and teachers? Experts react
The government has published its delayed proposals for education reform in England, which include significant changes to how the special educational needs and disabilities (Send) system operates. Our panel of education experts have been scrutinising the plans, which have been anxiously anticipated by many teachers and parents.
Specialized teachers can make mainstream schools better for children with special educational needs
Most pupils who go through the lengthy process of being identified with dyslexia, autism or another condition end up spending the bulk of their time supported not by a trained specialist teacher but by a teaching assistant. Teaching assistants work with great dedication, but they are not equipped with the specialist training needed to teach children with special educational needs and disabilities effectively.
Specialised teachers can make mainstream schools better for children with special educational needs
By Johny Daniel, Associate Professor, School of Education, Durham University Most pupils who go through the lengthy process of being identified with dyslexia, autism or another condition end up spending the bulk of their time supported not by a trained specialist teacher but by a teaching assistant. Teaching assistants work with great dedication, but they are not equipped with the specialist training needed to teach children with special educational needs and disabilities effectively.
Specialised teachers can make mainstream schools better for children with special educational needs Original
Most pupils who go through the lengthy process of being identified with dyslexia, autism or another condition end up spending the bulk of their time supported not by a trained specialist teacher but by a teaching assistant. Teaching assistants work with great dedication, but they are not equipped with the specialist training needed to teach children with special educational needs and disabilities effectively.
A Comparative Analysis of Preservice Teachers’ Knowledge of Reading Instruction and Their Confidence in Supporting Struggling Readers: A Study of India and England
All articles published by MDPI are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of the article published by MDPI, including figures and tables. For articles published under an open access Creative Common CC BY license, any part of the article may be reused without permission provided that the original article is clearly cited. For more information, please refer to https://www.mdpi.com/openaccess.
Bilingual children with special educational needs may be missing out on support in England
English isn't the first language of over 20% of pupils in schools in England, and this proportion is rising. The children in this group who also have special educational needs or disabilities may be falling through the cracks, missing out on support that would help them succeed. My recent research analyzed data from 2.5 million English primary school pupils. The findings show that bilingual learners with special educational needs especially struggle with reading.
Bilingual children with special educational needs may be missing out on support in England
By Johny Daniel, Assistant Professor, School of Education, Durham University English isn’t the first language of over 20% of pupils in schools in England, and this proportion is rising. The children in this group who also have special educational needs or disabilities may be falling through the cracks, missing out on support that would help them succeed. My recent research analysed data from 2.5 million English primary school pupils. The findings… Read complete article © The Conversation -
Bilingual children with special educational needs may be missing out on support in England Original
English isn’t the first language of over 20% of pupils in schools in England, and this proportion is rising. The children in this group who also have special educational needs or disabilities may be falling through the cracks, missing out on support that would help them succeed. My recent research analysed data from 2.5 million English primary school pupils. The findings show that bilingual learners with special educational needs especially struggle with reading.
Students with special educational needs require specialist teachers in mainstream classrooms
A new report from the National Audit Office into special educational needs provision in England has concluded that despite a significant increase in investment over the last decade, "the system is still not delivering better outcomes for children and young people." This is borne out by my research. Students with special educational needs in England are significantly behind in reading, writing and math compared to their classmates.
Students with special educational needs are years behind their peers - they need specialist teachers in mainstream classrooms
By Johny Daniel, Assistant Professor, School of Education, Durham University A new report from the National Audit Office into special educational needs provision in England has concluded that despite a significant increase investment over the last decade, “the system is still not delivering better outcomes for children and young people”. This is borne out by my research.
Students with special educational needs are years behind their peers - they need specialist teachers in mainstream classrooms Original
A new report from the National Audit Office into special educational needs provision in England has concluded that despite a significant increase investment over the last decade, “the system is still not delivering better outcomes for children and young people”. This is borne out by my research. Students with special educational needs in England are significantly behind in reading, writing and maths compared to their classmates.
Girls less likely to be diagnosed with special educational needs - new research
Johny Daniel, Durham University The point when a child with special educational needs (SEN) is diagnosed is an important moment in their lives. It allows schools to provide them with access to additional resources, such as assistive technology, specialised teaching programs or the services of professionals such as educational psychologists. These resources help to meet children’s academic, emotional or social needs. But girls and boys don’t fare equally.
Girls less likely to be diagnosed with special educational needs - new research
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Girls less likely to be diagnosed with special educational needs - new research
The point when a child with special educational needs (SEN) is diagnosed is an important moment in their lives. It allows schools to provide them with access to additional resources, such as assistive technology, specialised teaching programs or the services of professionals such as educational psychologists. These resources help to meet children’s academic, emotional or social needs. But girls and boys don’t fare equally.
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