Staff profile

Dr. Daniel is deeply committed to advancing research in the field of education, with a particular focus on teacher professional development, inclusive education, and the development and testing of reading programs for pupils, including those at-risk of learning difficulties such as dyslexia. With a wealth of expertise, Dr. Daniel has been part of research projects aimed at enhancing reading comprehension skills, inference making abilities, and addressing factors such as anxiety management that impact student outcomes. 

Among his current projects, Dr. Daniel is engaged in the creation of open educational reading programs specifically designed for primary school students with reading disabilities. He is also actively involved in exploring the identification processes for students with dyslexia within the United Kingdom, as well as utilizing large national pupil databases to gain comprehensive insights into educational trends and outcomes for students with special educational needs. Furthermore, Dr. Daniel is currently collaborating with researchers in India, England, and Taiwan to conduct a comparative study that seeks to understand the knowledge of preservice teachers about early reading instruction.

Dr. Daniel holds a Ph.D. in Special Education and an M.Ed. in Educational Psychology, both awarded from The University of Texas at Austin. He also has an M.Ed. in Special Education from Vanderbilt University. Dr. Daniel's impactful research has been recognized through publication in prominent journals, such as the Annals of Dyslexia, Journal of Learning Disabilities, Journal of Special Education, Journal of School Psychology, and Learning and Individual Differences. He is also the co-Editor for the Review of Education and PLOS One journals. 

 

Grant Information

2023: Reading program for Keystage 3 students with learning difficulties (Durham University). Role: Primary Investigator

2023: Taiwanese teachers' knowledge of teaching foundational Mandarin reading skills (The British Academy). Role: Primary Investigator

2023: Global Engagement Grant. Evidence-based reading instruction in India (Durham University). Role: Primary Investigator

2022: Identifying Pupils with Reading Disabilities (The British Educational Research Association) Role: Primary Investigator

2022: Open access lesson plans to enrich supplemental instruction for primary grade students at-risk of reading failure (The Economic and Social Research Council) Role: Primary Investigator

• Reading interventions
• Learning difficulties
• Special education
• Secondary data analysis
• Research methodology

• 2000:

  Fellow of the Royal Society of Arts 

  Editorial Board Member for the Review of Education journal

  Editorial Board Member for the Plos One journal

  Consulting Editor for the Journal of Learning Disabilities

  Review Editor for the Frontiers in Education journal

  : Fellow of the Royal Society of Arts 

  Editorial Board Member for the Review of Education journal

  Editorial Board Member for the Plos One journal

  Consulting Editor for the Journal of Learning Disabilities

  Review Editor for the Frontiers in Education journal

Conference Paper

• Cawthon, S., Barker, E., Daniel, J., & Cooc, N. (in press). Myth Busting With Data: Longitudinal Models of Reading and Mathematics Achievement in Deaf Students.

Journal Article

• Daniel, J., & Barth, A. (in press). Exploring reading profiles of rural school students. Annals of Dyslexia, https://doi.org/10.1007/s11881-022-00276-y
• Daniel, J., & Wang, H. (2023). Gender Differences In Special Educational Needs Identification. Review of Education, 11(3), Article e3437. https://doi.org/10.1002/rev3.3437
• Daniel, J., Barth, A., & Ankrum, E. (2023). Multicomponent Reading Intervention: A Practitioner's Guide. Reading Teacher, https://doi.org/10.1002/trtr.2265
• Cawthorn, S. W., Barker, E., Daniel, J., Cooc, N., & Vielma, A. G. (2023). Longitudinal Models of Reading and Mathematics Achievement in Deaf and Hard of Hearing Students. Journal of Deaf Studies and Deaf Education, 28(1), 115-123. https://doi.org/10.1093/deafed/enac033
• Vaughn, S., Grills, A., Capin, P., Roberts, G., Fall, A. M., & Daniel, J. (2022). Examining the Effects of Integrating Anxiety Management Instruction Within a Reading Intervention for Upper Elementary Students With Reading Difficulties. Journal of Learning Disabilities, 55(5), 408-426. https://doi.org/10.1177/00222194211053225
• Daniel, J., Vaughn, S., Roberts, G., & Grills, A. (2022). The Importance of Baseline Word Reading Skills in Examining Student Response to a Multicomponent Reading Intervention. Journal of Learning Disabilities, 55(4), 259-271. https://doi.org/10.1177/00222194211010349
• Fishstrom, S., Wang, H., Bhat, B., Daniel, J., Dille, J., Capin, P., & Vaughn, S. (2022). A meta-analysis of the effects of academic interventions on academic achievement and academic anxiety outcomes in elementary school children. Journal of School Psychology, 92, 265-284. https://doi.org/10.1016/j.jsp.2022.03.011
• Daniel, J., & Williams, K. J. (2021). Self-Questioning Strategy for Struggling Readers: A Synthesis. Remedial and Special Education, 42(4), 248-261. https://doi.org/10.1177/0741932519880338
• Barth, A. E., Daniel, J., Roberts, G., Vaughn, S., Barnes, M. A., Ankrum, E., & Kincaid, H. (2021). The role of knowledge availability in forming inferences with rural middle grade English learners. Learning and Individual Differences, 88, Article 102006. https://doi.org/10.1016/j.lindif.2021.102006
• Daniel, J., Capin, P., & Steinle, P. (2021). A Synthesis of the Sustainability of Remedial Reading Intervention Effects for Struggling Adolescent Readers. Journal of Learning Disabilities, 54(3), 170-186. https://doi.org/10.1177/0022219420972184
• Daniel, J. R., & Cooc, N. (2018). Teachers’ Perceptions of Academic Intrinsic Motivation for Students With Disabilities. The Journal of Special Education, 52(2), 101-112. https://doi.org/10.1177/0022466918765276
• Daniel, J., & Lemons, C. (2018). Teacher perspectives on intervention sustainability: implications for school leadership. School Leadership and Management, 38(5), 518-538. https://doi.org/10.1080/13632434.2018.1439465

Other (Digital/Visual Media)

• Daniel, J. (2023). Girls less likely to be diagnosed with special educational needs – new research. [The Conversation]
• Daniel, J. (2022). Supporting reading growth in students who struggle with reading-related tasks. [https://www.readingresourcecentre.org/]

Report

• Daniel, J. (2023). Survey of dyslexia identification methods. British Educational Research Association