LinguisticsLinguisticsThe Linguistics Pathway is offered at Newcastle and Queen’s. Pathway statement to follow shortly. Ghada Kattabghada.khattab@ncl.ac.ukSchool of Education, Communication and Language StudiesAnders Holmberganders.holmberg@ncl.ac.ukSchool of English Literature, Language and LinguisticsSchool of Modern LanguagesJoan Rahillyj.rahilly@qub.ac.ukSchool of Social Sciences, Education and Social WorkSchool of Arts, English and Language Andreas Krug: “The role of familiarity, intelligibility and attitude in the processing of native and non-native accents” Caitlin Halfacre: “Variation and change in received pronunciation” Callum Hackett: “The Third Factor in Language Evolution” Daniel McCarthy: “Processing formant transitions to recognize place of articulation” Elle McWilliam: “Exploring the Relationship between Auditory, Written and Multi-Modality Comprehension at Discourse Level” Jac Mantle: “Pre-speech tongue movements and verbal reaction times in acquired apraxia of speech” Jasmine Warburton: “Tyneside Vowel Mergers in Speech Production and Perception” Jo Baker: “Seeing Phonological Disorders More Clearly: Understanding the Impact of Phonological Awareness Intervention on the Speech Sound System of Children with Consistent Phonological Disorder” Laura Chambers: “Bridging the Gap Between Language Impairment and Social, Emotional and Mental Health Difficulties in Adolescents: Developing an Effective School Based Intervention to Address the Dual Deficit” Olivia Kate Outhwaite “Electrophysiological Activation during Reading: Investigating State Anxiety in Students with Developmental Dyslexia” Sarah Atkinson: “The application of the behaviour change technique taxonomy (BCTT) to parent-led Language Therapy intervention for children with primary language delay or disorder” Sheradan Miller: “From speaking to reading: investigating the relationship between prosody and reading development” Teresa Garrido-Tamayo: “Using a story-based dynamic assessment to identify Developmental Language Disorder in children learning English as an additional language”
Andreas Krug: “The role of familiarity, intelligibility and attitude in the processing of native and non-native accents”
Elle McWilliam: “Exploring the Relationship between Auditory, Written and Multi-Modality Comprehension at Discourse Level”
Jo Baker: “Seeing Phonological Disorders More Clearly: Understanding the Impact of Phonological Awareness Intervention on the Speech Sound System of Children with Consistent Phonological Disorder”
Laura Chambers: “Bridging the Gap Between Language Impairment and Social, Emotional and Mental Health Difficulties in Adolescents: Developing an Effective School Based Intervention to Address the Dual Deficit”
Olivia Kate Outhwaite “Electrophysiological Activation during Reading: Investigating State Anxiety in Students with Developmental Dyslexia”
Sarah Atkinson: “The application of the behaviour change technique taxonomy (BCTT) to parent-led Language Therapy intervention for children with primary language delay or disorder”
Sheradan Miller: “From speaking to reading: investigating the relationship between prosody and reading development”
Teresa Garrido-Tamayo: “Using a story-based dynamic assessment to identify Developmental Language Disorder in children learning English as an additional language”
