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Dr. Helen Breadmore

Research Fellow in Child Development and Education

My Research Vision

Children with poor reading skills are unable to access the school curriculum, which limits educational attainment more broadly. By adulthood, poor literacy limits economic and social opportunities. The ability to process speech sound (phonology) is an important foundation for learning to read and those who have difficulty processing speech sounds are more likely to find reading challenging and thereforeare likely to have difficulty both with spoken and written communication. In my research I investigate how spoken language difficulties can be overcome and the extent to which unimpaired skills can compensate and support literacy development.


In 2008 Helen was awarded a PhD by the University of Birmingham for work on profoundly deaf children's use of inflectional morphology in reading and spelling, under the supervision of Dr Andrew Olson and Dr Andrea Krott. Helen then worked at the University of Birmingham as a Research Associate for Dr Andrea Krott on a project examining EEG responses to morphological processing. In 2010 Helen was awarded an ESRC Postdoctoral Research Fellowship during which she examined awareness of number marking during reading and trained in eye-tracking with Professor Antje Meyer. Helen moved to the University of Warwick in 2012 to work with Dr Julia Carroll as named Research Fellow and co-investigator on projects examining reading and spelling development amongst children with dyslexia, a history of repeated ear infection and profoundly deaf children. Helen joined Coventry University in 2014. 


  • Breadmore, H.L., & Carroll, J.M. (2016) ‘Morphological spelling in spite of phonological deficits: Evidence from children with dyslexia and Otitis Media’Applied Psycholinguistics.
  • Carroll, J.M. & Breadmore, H.L. (2014). The role of morphology in literacy. BAToD magazine, May 2014, 29-30.
  • Breadmore, H.L.; Krott, A.C. & Olson, A.C. (2014). Agreeing to Disagree: Deaf and hearing children’s awareness of subject-verb number agreement. The Quarterly Journal of Experimental Psychology. 67, 474-498. 
  • Breadmore, H.L.; Olson, A.C. & Krott, A. (2012). Deaf and hearing children's plural noun spelling. The Quarterly Journal of Experimental Psychology, 65, 2169-2192.


  • Awareness of number marking during reading and spelling: Postdoctoral Research Fellowship studying adult and children’s awareness of number marking during reading and spelling including training in eye-tracking under the mentorship of Professor Antje Meyer.
  • The Morphological and phonological skills of severely and profoundly deaf children: Collaborative research project with Dr Julia Carroll investigating morphological and phonological skills in children who are deaf.
  • Language and literacy research in practice workshop: Workshop bringing together academic researchers and specialist dyslexia or speech and language teachers for a transfer of knowledge.
Research breakout image

Research Fellow in Child Development and Education

Building: James Starley
Room: JSG15