Goswami Usha

Centro Dislessia

Goswami Usha

Current position: Professor of Cognitive Developmental Neuroscience Director, Centre for Neuroscience in Education, and Fellow,St John’sCollege,Cambridge.


  • 1979-1982: B.A. Hons. in Experimental Psychology St. John'sCollege,Oxford. First Class (Congratulatory)
  • 1982-1983: Post-graduate Certificate in Education UniversityofLondon InstituteofEducation
  • 1983-1986: D. Phil. in Psychology St. John'sCollege,Oxford Senior Scholarship
  • Title of thesis: The Role of Analogy inReadingand Spelling Development (awarded 1987)
  • 1986-1987: Junior Research Fellow MertonCollege,Oxford
  • 1987-1988: Harkness Fellowship for post-doctoral research in learning by analogy UniversityofIllinois,IL.,USA
  • 1988-1989: Junior Research Fellow MertonCollege,Oxford

Previous Positions Held:

  •  Spring 1985: Part-time lectureship in Psychology UniversityofWarwick
  •  May-Oct. 1985: Acting fellow for Psychology St. John'sCollege,Oxford
  • 1986 and 1988-89: Lecturer in Psychology St. John'sCollege,Oxfordand MertonCollege,Oxford.
  • 1990-1997: University Lecturer in Experimental Psychology, UniversityofCambridge, and Fellow, St. John’sCollege,Cambridge
  • 1997 – 2002: Professor of Cognitive Developmental Psychology InstituteofChildHealth,UniversityCollegeLondon Fellow, Institute of Cognitive Neuroscience, UCL
  • 2003 – 2010: Professor of Education,UniversityofCambridge


  • Aspen Brain Forum Senior Investigator Prize in Neuroeducation, 2011,New YorkAcademyof Sciences For “innovation and excellence in translating discoveries from cognitive neuroscience into innovative curricula or new tools that enhance learning inside or outside of the classroom”
  • British Psychology Society President’s Award for Distinguished Contributions to Psychological Knowledge, 2011 For “mid-career recognition of research of outstanding quality”
  • Elected as a Fellow of the Association for Psychological Science by its Board of Directors (USA) in July 2009, in recognition of “outstanding achievements in psychological science”
  • Leverhulme Major Research Fellowship, 2009-2011 Dyslexia: A New Theoretical Framework: Rhythm Perception, Music & Language
  • 14 November 2008: Interviewed for British Psychology Society Oral History Project (an archive of recordings in which eminent psychologists recount key milestones in their career development)
  • One of the Women of the Year, 2006, in recognition of my individual achievements (elected July 2006 by the Women of the Year Foundation)
  • Elected to the Reading Hall of Fame for distinguished contributions to literacy research, by members of the International Reading Association (i.e. by teachers and educators around the world) 2005
  • Fellow of the Academy of Learned Societies for the Social Sciences 2004 – (nominated for membership by the British Psychology Society)
  • Fellow of the Royal Society for Arts, Commerce and Manufacture  2003 –
  • Invited Expert Speaker, Scientific Session on Mind, Brain & Education to commemorate the 400th Anniversary of the Pontifical Academy of Sciences, Vatican City, 7 – 8 November 2003
  • Broadbent Lecturer, British Psychology Society Annual Conference,Bournemouth, March 2003.
  • One of 4 speakers chosen to represent the British Psychology Society at their Millenium Event for public policy makers at the Royal Society, January 2001. Topic: Education.
  • Alexander von Humboldt Research Fellowship,Germany September 1995 - April 1996 (open to international applicants across all the sciences, and awarded to approximately 5% of applicants in 1995-6)
  • Norman Geschwind-Rodin Prize (Swedish award for research excellence in the field of dyslexia) 1992
  • British Psychology Society Spearman Medal Winner, 1992 (awarded for early career research excellence)
  • NationalAcademyof Education Spencer Fellow 1990-1992
  • First runner-up, American Psychology Association Outstanding Dissertation of the Year award, 1989 Harkness Fellowship 1987-1988

Membership of/ Consultation by Outside Bodies

  • Parliamentary Enquiry on Learning and the Brain, Key Speaker, 25 January 2011
  • Working Group member, Royal Society Brainwaves Project (Neuroscience, Education and Lifelong Learning, launched February 2011)
  • Scientific Advisory Board, NSF Centre for Learning in Informal and Formal Environments, Seattle,USA                                        
  • Advised Fiona Duff from the Parliamentary Office for Science and Technology re: her briefing paper “How to TeachReading”, 7 July 2009
  • Advised Chief Scientist at DCSF and Director of Child Wellbeing on the developmental messages of Foresight project, 17 April 2009
  • Meeting with and presentation to Senior Leadership team at DCSF about developmental messages of Foresight Project, 10 December 2008
  • Consulted by the Government (DCSF) Primary Review, by Sir Jim Rose November 2008
  • DIUS /Govt Office for Science Foresight Project Mental Capital & Wellbeing Science Co-ordination Team (2006 – 2008) (one of 5, I led on the Science of learning difficulties and contributed all aspects of the report linked to children, this involved commissioning science reviews and workshops, authoring two documents and a Nature paper)
  • Byron Review 2007 on The Impact of New Technologies on Children Asked to submit review on Child Development
  • Primary Review 2007, Esme Fairburn Foundation Asked to submit review on Children’s Cognitive Development (with P. Bryant)
  • Nuffield Foundation Education Advisory Committee (one of 5), 2006 – current
  • Consulted by the Rose Review of the Teaching of Early Literacy 2005 (by Jim Rose)
  • Consulted by the Football Association on implications of brain development for their Youth Training Programme 2005
  • Member of the National Educational Research Forum, 2005 – 2006 (DfES disbanded the Forum in 2006)
  • Scientific Advisory Board, International Dyslexia Assocation, 2005 – current One of 10 core members
  • Government Working Group on Learning (convened by David Miliband, Schools Minister 2004).  One of 6 members.  2004 – 2005.
  • Core Member of the Brain and Learning Literacy Network of the OECD (Organisation for Economic Co-operation and Development). One of 9 Core members from various countries. 2004 - 2007
  • Director and Founder Member, International Mind, Brain & Education Society, 2004 – current
  • Senior Advisory Board (25 members) of the National Center for Developmental Science in the Public Interest, based at Cornell University, USA, funded by NSF until 2006. I was one of the few overseas members.
  • Director’s Advisory Group, Social, Genetic and Developmental Psychiatry MRC Research Centre,InstituteofPsychiatry, Kings College London. 2000 – 2005
  • Advisory Board, Research Centre for Lifespan Development, University of Glamorgan,UK.   2004 - present
  • Neurosciences and Mental Health Board, Medical Research Council 1999 – 2003
  • Cross-Board Group, Medical Research Council,  2001 - 2003
  • Research Grants Board Member, Economic and Social Research Council, 1998 - 2000
  • UKMember of Managing Committee of European Concerted Action on Learning Disorders as a Barrier to Human Development, COST A8; 1995 - 2000.  (This was an EC-sponsored inter-disciplinary group for research on reading development and dyslexia).
  • Consultant for the National Literacy Project, 1997.
  • Advisor to the National Curriculum Council for the Teaching of English, 1992

Membership of Committees

  • CambridgeUniversityTribunal
  • Syndicate of theCambridgeUniversityPress
  • Senior Academic Promotions Committee,SchoolofHSS,UniversityofCambridge
  • Professorial Pay Review Committee,SchoolofHSS,UniversityofCambridge
  • CambridgePsychology Research Ethics Committee
  • Faculty Board, Faculty of Social and Political Sciences, University ofCambridge.
  • Appointments Committee, Faculty of Social and Political Sciences, University ofCambridge.
  • Research Committee, Faculty of Education, University ofCambridge
  • Strategic Planning Committee, Faculty of Education, University ofCambridge
  • Chair of Committee for Undergraduate Teaching, Faculty of Education, University ofCambridge
  • Development Committee,St John’sCollege,Cambridge
  • Kenneth Craik Committee,St John’sCollege,Cambridge
  • Fellows Rooms Committee,St John’sCollege,Cambridge
  • Educational Policy Committee,St John’sCollege,Cambridge.
  • Governor,St John’sCollegeSchool,Cambridge
  • Faculty Board, Faculty of Education, University ofCambridge(2003 – 2006)
  • Chairman, Forum for Contract Researchers, Faculty of Education, University ofCambridge  (2002 – 2004)
  • Ad Hoc Appointments Committees: Professorship of English and Applied Linguistics,Cambridge, 2003 - Professorships of Education,Cambridge, 2004, 2006
  • UCL Appointments Committee - Chair of Neurocognitive Development 1998
  • UCL Research Steering Committee - for Department of Human Communication Sciences – 1997 - 2003
  • BirkbeckCollege(UniversityofLondon) Appointments Committee - external member - Chair in Psychology 1998, Readership in Psychology 1998, Readership in Psychology 1999.
  • InstituteofPsychiatry(Kings College London)  Appointments Committee - External member: Senior Lectureship in Psychology, 2000.

Research Grants

  • Educational Neuroscience and Developmental Dyslexia. January 2011 – December 2015 Medical Research Council
  • The seeds of literacy in infancy: empirical specification of the acoustic determinants of language acquisition January 2011 – December 2015  Australian Research Council Co-PI with Professor Denis Burnham (money toSydney)
  • Rhythmic Perception, Music and Language: A New Theoretical Framework for Understanding and Remediating Specific Language Impairment April 2010 – December 2012 Nuffield Foundation
  • Multimodal Imaging of Parietal Brain Networks in Adults and Children with Developmental Dyscalculia (With Dr Denes Szűcs as lead-PI, I am co-PI) October 2009 – October 2012 
  • Dyslexia: A New Theoretical Framework: Rhythm Perception, Music & Language October 2009 – October 2011 Leverhulme Trust 
  • Humans, The Analogy-Making Species (With co-PI’s from 7 EU member states, as a STREP project) October 2006 – March 2010 EU Framework VI
  • Auditory Processing in  Dyslexic Children: Behavioural and Neural Investigations (I am lead PI, with Dr Denes Szűcs as co-PI) April 2005 – January 2011 Medical Research Council
  • Literacy Development in Deaf Children Jan. – Dec. 2005 ESRC (ESRC Fellowship for Dr Fiona Kyle, me as supervisor)
  • Rhythmic Timing and Dyslexia: A Causal Connection? June 2004 – May 2007 ESRC
  • Auditory Processing Skills, Phonological Awareness and Literacy Development in Monolingual and Bilingual Swedish Children Nov. 2003 – Oct. 2005 EU Framework 6 Marie Curie Fellowship (Intra-European Fellowship for Dr Louise Miller-Guron)
  • Exploring the Cortical Correlates of Reading in Good and Poor Congenitally Profoundly Deaf Readers April 2001 - March 2004 (Advanced Training Fellowship for Dr Mairead MacSweeney, me as supervisor)
  • Phonological Skills, Vocabulary Development andReading Development in Deaf Children with Cochlear Implants October 2001 – March 2006
  • Phonological Representations in Dyslexic Children October 2000 - October 2003 Child Health Research Appeal Trust
  • Linguistic Factors, Orthographic & Phonological Processing in Dyslexia Sept. 2000 - August 2003 ESRC
  • Language development, reading development and reading impairment: A computational and crosslinguistic approach Jan. 2000 – Dec. 2001 The British Council
  • Linguistic Factors, Phonological Processing, Reading and Spelling April 2000 – Jan. 2001 ESRC
  • Linguistic Factors, Phonological Processing, Reading and Spelling in Developmental Dyslexia Nov. 1999 – Oct. 2000 Marie Curie EU
  • Phonological Development in Deaf Children October 1998 - October 2001 Child Health Research Appeal Trust
  • Factors Influencing the Use of Analogical Reasoning by Young Children May 1996 - May 1998 The Spencer Foundation
  • Orthographic and Phonological Factors in Reading Development Sept. 1994 – Sept. 1997 Medical Research Council
  • The Basis of Analogical Reasoning in Children June 1992 - May 1993 ESRC
  • Vowel Sounds in Reading (Spencer Fellowship Project) Sept. 1990 - Sept. 1992 The Spencer Foundation,USA
  • The relationship between phonological and orthographic knowledge in reading development. Sept. 1989-Sept. 1990:The Spencer Foundation,USA
  • The relationship between phonological awareness and orthographic analogies in reading. Jan. 1988-Jan. 1989: The Nuffield Foundation 


Triage Co-Editor Developmental Science (Editor 2001 – 2006   Applied Psycholinguistics)

Editorial/Consulting/Advisory Boards:

  • Psychological Bulletin
  • Journal of Child Psychology and Psychiatry
  • Cognitive Development
  • Reading Research Quarterly
  • Reading & Writing
  • European Psychologist
  • Mind, Brain and Education
  • Annals of Dyslexia
  • Literacy Studies (Springer Book Series)                                  

Reviewer for:

Wellcome Trust; MRC, ESRC, BBSRC

                BritishAcademy                                                   Royal Society

                 Nuffield Foundation                                            Leverhulme Trust

                 National Lottery                                                 Australian Research Council

                 National ScienceFoundation,USA IsraelScience Foundation

                 Social Sciences and Humanities Research Council ofCanada

                 Jacobs Foundation,Switzerland

                 Science                                                             Nature          

                 Nature Neuroscience                                           Cerebral Cortex                              

                 Journal of Neuroscience                                      PNAS

                 Trends in Neurosciences                                     Neuroscience Letters

                 Journal of Cognitive Neuroscience                        Neuropsychologia

                 Brain                                                                Brain & Language

                 Trends in Cognitive Sciences                               Cortex

                 Current Directions in Psychological Science

                 Journal of Experimental Psychology: General                                 

                 Journal of Experimental Psychology: Language & Cognitive Processes        

                 Psychological Bulletin                                          Animal Behaviour

                 Cognition                                                          Readingand Writing

                 Cognitive Psychology                                          Psychological Medicine

                 Psychonomic Bulletin & Review                             Animal Cognition

                 Developmental Science                                       Memory & Cognition

                 Child Development                                             Reading Research Quartl

                 Developmental Psychology                                  Cognitive Neuropsycholog

                 Journal of Experimental Child Psychology                        

                 Quarterly Journal of Experimental Psychology      

                 Journal of Memory & Language                            Current Psychol Letters

                 Scientific Studies of Reading                                Learning & Instruction

                 Language and Cognitive Processes                       Journal of Child Language

                 European Journal of Cognitive Psychology                      

                 British Journal of Educational Psychology

                 British Journal of Developmental Psychology

                 British Journal of Psychology                                Cognitive Development

                 British Journal of Special Education                       Dyslexia

                 Journal of Child Psychology and Psychiatry

                 Journal of Cognition and Instruction

                 International Journal of Language & Communication Disorders

                 International Journal of Psychology                       New Ideas in Psychology

                 Journal of Deaf Studies and Deaf Education

                 Journal of Intellectual Disability Research

External Examining/Ph.D examinations

  • External Examiner,UniversityofOxford, 2002, 2003
  • HonoursSchoolof Psychology, Philosophy, & Physiology Part I
  • External Ph.D examiner for: University of Kent at Canterbury; University of Burgundy, France; University of Edinburgh; University of Hong Kong; University of Newcastle; University of Essex; New University of Sofia, Bulgaria; University of Jyvaskyla, Finland; University of London (2004, 2007, 2009).                                                                                                          
  • Internal Ph.D. examiner for:UniversityofOxford(1);UniversityofCambridge(4);UniversityofLondon(3).

Publications: Books

Goswami, U. (2010) (Ed.). Wiley-Blackwell Handbook of Childhood Cognitive Development: 2nd Edition.Oxford: Wiley-Blackwell.

Hall, K., Goswami, U, Harrison, C, Ellis, S & Soler, J. (2010).  Interdisciplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy. London: Routledge.

Cooper, C.L., Field, J., Goswami, U., Jenkins, R., & Sahakian, B.J. (2009) (Eds.). Mental Capital and Wellbeing.Oxford: Wiley-Blackwell.                    

Goswami, U. (2008). Cognitive Development:  The Learning Brain.  Psychology Press, Taylor & Francis.

                  (2010) Korean edition of Cognitive Development.

Goswami, U. (2006) (Ed.). Cognitive Development: Critical Concepts in Psychology. London: Routledge.

Goswami, U. (2002) (Ed.). Blackwell Handbook of Childhood Cognitive Development.Oxford: Blackwell.

Goswami, U.  (1998).  Cognition in Children. Hove: Psychology Press.

                   (2001). So Denken Kinder (German edition). Bern: Verlag.

                   (2003). Japanese edition of Cognition in Children.

                   (2003). Chinese edition of Cognition in Children.

Goswami, U. (1992). Analogical Reasoning in Children. Part of series 'Developmental Essays in Psychology'.London:Lawrence Erlbaum.

Goswami, U. and Bryant, P.E. (1990). Phonological Skills and Learning to Read. Part of series 'Developmental Essays in Psychology'.London:Lawrence Erlbaum.

Last publications: Journal Articles

  • Goswami, U., Huss, M., Mead, N., Fosker, T., & Verney, J. (in press). Perception of Patterns of Musical Beat Distribution in Phonological Developmental Dyslexia: Significant Longitudinal Relations with Word Readingand ReadingComprehension. Cortex.
  • Thomson, J., Leong, V., & Goswami, U. (in press). Auditory processing interventions and developmental dyslexia: A comparison of phonemic and rhythmic approaches. Reading and Writing.
  • Goswami, U. (in press). Entraining the Brain: Applications to Language Research and Links to Musical Entrainment. Musicology Review.
  • Hämäläinen, J.A., Rupp, A., Soltész, F., Szücs, D., & Goswami, U. (2012). Reduced phase locking to slow amplitude modulation in adults with dyslexia: An MEG Study. Neuroimage, 59, 2952-2961.
  • Goswami, U. (2012). Neuroscience and Education: Can we go from basic research to translation? A possible framework from dyslexia research. British Journal of Educational Psychology Monograph Series Vol. 1, Issue 1, 129-142.
  • Stefanics, G., Fosker, T., Huss, M., Mead, N., Szűcs, D., & Goswami, U. (2011). Auditory sensory deficits in developmental dyslexia, a longitudinal study. Neuroimage, 57, 723-32.
  • Hämäläinen, J.A., Fosker, T., Szücs, D., & Goswami, U. (2011). N1, P2 and T-complex of the auditory brain event-related potentials to tones with varying rise times in adults with and without dyslexia. International Journal of Psychophysiology, 81, 51-9.                                 
  • Wang, H.L.S., Huss, M., Hämäläinen, J., & Goswami, U. (2011). Basic auditory processing and developmental dyslexia in Chinese. Reading & Writing, DOI 10.1007/s11145-010-9284-5.
  • Goswami, U., & Szűcs, D. (2011). Educational Neuroscience: Developmental Mechanisms; Towards a conceptual framework. Neuroimage, 57, 651-8.
  • Soltész, F., Goswami, U., White, S. & Szűcs, D. (2011). Executive function effects and numerical development in children: Behavioural and ERP evidence from a numerical Stroop paradigm.  Learning and Individual Differences (Special Issue on Educational Neuroscience). doi:10.1016/j.lindif.2010.10.004
  • Hruby, G., & Goswami, U. (2011). Neuroscience and Reading: A Review for ReadingEducation Researchers. Reading Research Quarterly, 46, 156-72.
  • Kuppen, S., Huss, M., Fosker, T., Mead, N. & Goswami, U. (2011). Basic auditory processing skills and phonological awareness in low I.Q. readers and typically-developing controls. Scientific Studies of Reading, 15, 211-243.
  • Huss, M., Verney, J.P., Fosker, T., Mead, N. & Goswami, U. (2011). Music, rhythm, rise time perception and developmental dyslexia: Perception of musical meter predicts reading and phonology. Cortex, 47, 674-89.
  • Goswami, U. (2011). A temporal sampling framework for developmental dyslexia. Trends in Cognitive Sciences, 15 (1), 3-10.
  • Goswami, U., Wang, H-L., Cruz, A., Fosker, T., Mead, N., & Huss, M. (2011). Language-universal sensory deficits in developmenta dyslexia: English, Spanish and Chinese. Journal of Cognitive Neuroscience, 23, 325-337.
  • Leong, V., Hämäläinen, J., Soltész, F., & Goswami, U. (2011). Rise Time Perception and Detection of Syllable Stress in Adults with Developmental Dyslexia. Journal of Memory and Language, 64, 59-73.
  • Goswami, U., Fosker, T., Huss, M., Mead, N., & Szücs, D. (2011). Rise Time and Formant Transition Duration in the Discrimination of Speech Sounds: The Ba-Wa Distinction in Developmental Dyslexia. Developmental Science, 14, 34-43.
  • Fischer, K.W., Goswami, U., & Geake, J. (2010). The future of educational neuroscience. Mind, Brain & Education, 4, 68-80.
  • Goswami, U., Gerson, D., & Astruc, L. (2010). Amplitude envelope perception, phonology and prosodic sensitivity in children with developmental dyslexia. Reading & Writing, 23, 995-1019.
  • Corriveau, K., Goswami, U.  Thomson, J. (2010). Auditory processing and early literacy skills in a preschool and kindergarten population. Journal of Learning Disabilities, 43 (4), 369-382.
  • Johnson, C., & Goswami, U. (2010). Phonological awareness, vocabulary and reading in deaf children with cochlear implants. Journal of Speech, Language, and Hearing Research, 53, 237-261.
  • Thomson, J.M., & Goswami, U. (2010). Learning novel phonological representations in developmental dyslexia: Associations with basic auditory processing of rise time and phonological awareness. Reading & Writing, 23, 453-69.
  • Fraser, J., Goswami, U., & Conti-Ramsden, G. (2010). Dyslexia and specific language impairment: the role of phonology and auditory processing. Scientific Studies of Reading, 14, 1, 8-29.
  • Jones, C.R.G., Happé, F., Baird, G., Simonoff, E., Marsden, A.J.S., Tregay, J., Phillips, R.J., Goswami, U., Thomson, J.M., & Charman, T. (2009). Auditory discrimination and auditory sensory behaviours in autism spectrum disorders. Neuropsychologia, 47, 13, 2850-8.
  • James, D., Rajput, K., Brinton, J. & Goswami, U. (2009). Orthographic influences on phonological awareness in deaf children who use cochlear implants. Applied Psycholinguistics, 4, 659-684.
  • Goswami, U. (2009). Mind, brain, and literacy: biomarkers as usable knowledge for education. Mind, Brain, and Education, 3, 176-184. 
  • Szücs, D., Soltész, F., & Goswami, U. (2009). Beyond format-specificity: is analogue magnitude really the core abstract feature of the cultural number representation? Behavioral and Brain Sciences, 32, 352-3.
  • MacSweeney, M., Brammer, M.J., Waters, D., & Goswami, U. (2009). Enhanced activation of the inferior frontal gyrus in deaf and dyslexic adults during rhyming. Brain, 132, 1928-1940.
  • Goswami, U. (2009). Principles of learning, Implications for teaching: A Cognitive Neuroscience perspective. Journal of Philosophy of Education, 42 (3-4), 381-399.
  • Corriveau, K., & Goswami, U. (2009). Rhythmic motor entrainment in children with speech and language impairment: Tapping to the beat. Cortex, 45, 119-130.
  • Thomson, J., Baldeweg, T., & Goswami, U. (2009). The ERP signature of sound rise time changes. Brain Research, 1254, 74-83.
  • Surányi, Z., Csépe, V., Richardson, U., Thomson, J.M., Honbolygó, F., & Goswami, U. (2009). Sensitivity to Rhythmic Parameters in Dyslexic Children: A Comparison of Hungarian and English. Reading & Writing, 22, 1,41-56.
  • Hämäläinen, J.A., Leppänen, P.H.T., Eklund, K., Thomson, J., Richardson, U., Guttorm, T.K., Witton, C., Poikkeus, A-M., Goswami, U., & Lyytinen, H. (2009). Common variance in amplitude envelope perception tasks and their impact on phoneme duration perception and reading and spelling in Finnish children with reading disabilities. Applied Psycholinguistics, 30, 511-530.
  • Goswami U: The development of reading across languages. Ann N Y Acad Sci; 2008 Dec;1145:1-12 PMID: 19076385
  • Beddington, J., Cooper, C.L., Field, J., Goswami, U., Huppert, F.A., Jenkins, R., Jones, H.S., Kirkwood, T.B.L., Sahakian, B.J., & Thomas, S.M. (2008). The mental wealth of nations. Nature, 455, 1057-1060.
  • Goswami, U. (2008). Foresight Mental Capital and Wellbeing Project. Learning Difficulties: Future Challenges. The Govt Office for Science,London.
  • Goswami, U. (2008). Child Development. Research review for the Byron Review on the Impact of New Technologies on Children. Department for Children, Families and Schools.
  • James, D., Rajput, K., Brinton, J., & Goswami, U. (2008). Phonological Awareness, Vocabulary and Word Reading in Children who use Cochlear Implants. Journal of Deaf Studies and Deaf Education, 13, 117-137.
  • Green, J.A.K. & Goswami, U. (2008). Synesthesia and Number Cognition in Children. Cognition, 106, 463-473.   
  • Thomson, J., & Goswami, U. (2008). Rhythmic processing in children with developmental dyslexia: Auditory and motor rhythms link to reading and spelling. Journal of Physiology Paris, 102, 120-129.
  • Goswami, U. (2008). Rhyme, rhythm, reading and dyslexia: A cross-language analysis. PATOSS (Professional Association for Teachers of Students with Specific Learning Difficulties) Bulletin, 21 (1), 7 – 12.
  • Goswami, U. (2008). Reading, dyslexia and the brain. Educational Research, 50 (2), 135-148. (In top 10 most downloaded articles for 2009, >1000 times).
  • MacSweeney, M., Waters, D., Brammer, M.J., Woll, B., & Goswami, U. (2008). Phonological processing in deaf signers and the impact of first language acquisition. NeuroImage, 40, 1369-1379.
  • Goswami, U. (2008). Reading, complexity and the brain. Literacy, 42, 67-74.
  • Goswami, U. (2008). Analogy and the brain: A new perspective on relational primacy. Behavioural and Brain Sciences, 31, 4, 387-8.
  • Wyse, D., & Goswami, U. (2008). Synthetic phonics and the teaching of reading. British Educational Research Journal, 34(6), 691-710. (Most downloaded article in 2009, >1,500 times).

(other pubblications 2007 - 1986)

Publications: Book Chapters

  • Goswami, U., & Wyse, D. (in press). Early ReadingDevelopment. In J. Larson & J. Marsh (Eds.), Handbook of Early Childhood Literacy. Sage.
  • Goswami, U. (in press). Principles of learning, Implications for teaching? Cognitive neuroscience and the classroom. In S. Della Salla & M. Anderson (Eds.) Neuroscience in Education: The Good, The Bad and The Ugly.Oxford:OxfordUniversity Press.
  • Goswami, U. (2011). What cognitive neuroscience really tells educators about learning and development. In J. Moyles, J. Paylor, J. Georgeson, Eds, Beginning Teaching, Beginning Learning, 4th Edition, pp. 21-31. Open University Press.
  • Goswami, U. (2010). Inductive and Deductive Reasoning. In U. Goswami (Ed.), Blackwell-Wiley Handbook of Childhood Cognitive Development.New York: Blackwell/Wiley.
  • Goswami, U. (2010). Language, Music and Children’s Brains: A Rhythmic Timing Perspective on Language and Music as Cognitive Systems. In P. Rebuschat, M. Rohrmeier, I.Cross, & J. Hawkins (Eds.), Language and Music as Cognitive Systems.Oxford:OxfordUniversity Press.
  • Goswami, U. (2010). A psycholinguistic grain size view of reading acquisition across languages. In N. Brunswick, S. McDougall & P. Mornay-Davies (Eds). Reading and Dyslexia in Different Orthographies. Hove: Psychology Press.
  • Goswami, U. (2010). Phonology and Reading. In H.P. Trolldenier, W. Lenhard & P. Marx, (Eds.), Brennpunkte der  Gedächtnisforschung. Goettingen: Hogrefe.
  • Goswami, U (2010). Learning and Cognition - Issues, concepts, types: Neuroscience of reading. In the International Encyclopedia of Education 3rd Edition. Edited by Eva Baker, Penelope Peterson and Barry McGaw, Elsevier.
  • Goswami, U. (2010). Phonology, reading and reading difficulties. In K. Hall et al. (Eds.), Interdisciplinary Perspectives on Learning to Read.London: Routledge.
  • Goswami, U. (2010). Phonological development across different languages.  In D. Wyse, R. Andrews & J. Hoffman (Eds), Routledge International Handbook of English, Language & Literacy Teaching. Abingdom: Routledge.
  • Goswami, U. (2009). The Basic Processes in Reading: Insights from Neuroscience. D.R. Olson and N. Torrance (Eds.), The Cambridge Handbook of Literacy.CambridgeUniversity Press.
  • Goswami, U. (2009). The Development of Readingacross Languages. G. Eden and L. Flowers (Eds.),  Annals of the New York Academy of Sciences. DOI: 10.1196/annals.1416.018.
  • Goswami, U. (2008).  Reading. In J. Reed & J. Warner-Rogers (Eds.). Child Neuropsychology: Concepts, theory and practice.New York:OxfordUniversity Press.
  • Goswami, U. (2008). Phonological representations for reading acquisition across languages. In E.L. Grigorenko & A.J. Naples (Eds.), Single Word Reading: Behavioural and Biological Perspectives, pp. 65-84.New Jersey:Lawrence Erlbaum Associates.
  • Goswami, U. (2008). Readingand the Brain: A Cross-Language Approach. In Battro, A.M. & Fischer, K.F. (Eds)., The Educated Brain: Essays in Neuroeducation, pp. 198-212.Cambridge,UK:CambridgeUniversity Press.

(other books 2007 - 1995)