Publications
Mathers, S. J., Kolancali, P., Jelley, F., Singh, D., Hodgkiss, A., Booton, S. A., Malmberg, L.-E., & Muprhy, V. A. (2025). Features of digital media which influence social interactions between adults and children aged 2 to 7 years during joint media engagement: a multi-level meta-analysis. Educational Research Review, 100665. https://doi.org/10.1016/j.edurev.2025.100665
Booton, S. A., Kolancali, P., & Murphy, V. A. (2023). Touchscreen apps for child creativity: An evaluation of creativity apps designed for young children. Computers & Education, 201, 104811. https://doi.org/10.1016/j.compedu.2023.104811
Kolancali, P., Mathers, S., Singh, D., Jelley, F., Prokupek, L., & Murphy, V.A. (2023). Analysis 2: A comparative study of touchscreen joint media engagement (JME) practices in Turkish and English households: exploring factors influencing JMR with educational touchscreen games, apps and stories. https://osf.io/mghe8
Booton, S., Hodgkiss, A., & Murphy, V. (2021). The impact of mobile application features on children’s language and literacy learning: a systematic review. Computer Assisted Language Learning, 1–30. https://doi.org/10.1080/09588221.2021.1930057
Hakimi, L., Eynon, R. & Murphy, V.A. (2021). The ethics of using digital trace data in education: A thematic review of the research landscape. Review of Educational Research, 91(5), pp.671–717. https://doi.org/10.3102/00346543211020116
Further reading
Mathers, S. J., Hodgkiss, A., Kolancali, P., Booton, S. A., Wang, Z., & Murphy, V. A. (2025). Comparing parent-child interaction during wordless book reading, print book reading and imaginative play. Journal of Child Language, 52, 399-424. https://doi:10.1017/S0305000924000072
Booton, S. A., Menon, P., Kyriacou, M., & Murphy, V. A. (2024). Exploring the writing attainment gap: profiling writing challenges and predictors for children with English as an additional language. Reading and Writing, 38, 843-863. https://doi.org/10.1007/s11145-024-10540-9
Booton, S.A., Wonnacott, E., Hodgkiss, A., Mathers, S. & Murphy, V.A. (2022). Children’s knowledge of multiple word meanings: Which factors count and for whom? Applied Linguistics https://doi.org/10.1093/applin/amab028
Booton, S. A., Hodgkiss, A., Mathers, S., & Murphy, V. A. (2022). Measuring knowledge of multiple word meanings in children with English as a first and an additional language, and the relationship to reading comprehension. Journal of Child Language, 49(1), 164–196 https://dx.doi.org/10.1017/S0305000921000052
Booton, S., Hoicka, E., O’Grady, A.M., Chan, H.Y.N., & Murphy, V.A. (2021). Children’s divergent thinking and bilingualism. Thinking Skills and Creativity, 41. https://doi.org/10.1016/j.tsc.2021.100918
