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  1. Penny Roy
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portrait of Professor Penny Roy

Professor Penny Roy

Honorary Visiting Professor of Developmental Psychology

School of Health Sciences, Division of Language & Communication Science

Contact Information

Contact

Visit Penny Roy

D211, Rhind Building

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Postal Address

City, University of London
Northampton Square
London
EC1V 0HB
United Kingdom

About

Background

Penny is a developmental and educational psychologist with a particular interest in the effects of early experience and disadvantage on language, literacy and psychosocial development. She joined City University London in 1983. Penny began her career as a qualified teacher before studying psychology as an undergraduate. Her research interest in early psychosocial disadvantage and educational achievement developed through post graduate studies at the London School of Economics and as a Research Fellow at the Institute of Psychiatry. Penny also qualified as an Educational Psychologist at the Tavistock Centre, and has worked clinically with, amongst others, 'looked after' children and young people, and hearing and deaf clients of all ages with concerns about literacy. After a number of years lecturing at the University of London, Penny moved to City University London in the 80s, where she completed her PhD. Penny has now taught her last cohort of pre- and post- registration speech and language therapy students, but continues to work part-time on collaborative research projects and research supervision.

Qualifications

BSc; MSc; PhD; Cert Ed Psych

Administrative roles

Reviewer for various academic journals and grant proposals.

Clinical activitiy

Penny sees deaf children and adults referred for specialist assessments to the Sign Language Assessment outreach service based at the Language & Communication Science Division's on-site clinic, the Compass Centre.

Memberships of professional bodies

- Association for Child and Adolescent Mental Health
- Society for Research in Child Development.

Research

Research overview

Penny has several strands to her research activities but much of her work shares a common interest in the effects of early experience on verbal and non-verbal abilities in the pre-school years and children's eventual capacity to successfully access education. Her studies have included children whose early exposure to language and psychosocial experiences have been compromised in some way-for example, children raised in institutional care, those from socio-economically deprived backgrounds, and deaf children. Part of Penny's collaborative work has been the development of novel pre-school measures of phonology and social cognitive skills and the standardisation of a UK version of a well-established parental report measure of early vocabulary for hearing and deaf BSL users.

On-going areas of research include:

- Early phonological and sociocognitive skills as predictors of later language and communication difficulties
- Language, sociocognitive and psychosocial behavioural pathways of children with language and social communication difficulties in mid-childhood
- Repetition (word, nonword and sentence) as measures of language
- Socioeconomic status (SES) factors and language impairment
- Differentiation of language disorders and language disadvantage
- Reading, spelling and dyslexia in oral deaf children and British Sign Language (BSL) users

Research areas

- Developmental language and communication disorders
- Preschool language and social cognition assessments
- Language and psychosocial development
- Reading in deaf children

Grants

- Reading and dyslexia in deaf children: the special case of children who sign (2012-14). Ros Herman (PI), Penny Roy and Fiona Kyle (University of Bedford). Funded by the Nuffield Foundation.

- Very early processing skills as predictors of language, social communication and literacy disorders in school-age children: A follow-up study (2010-11). Shula Chiat (PI) and Penny Roy. Funded by the Economic and Social Research Council, Award Number R000-22-4093.

- Reading and dyslexia in oral deaf children (2010-12). Ros Herman (PI), Penny Roy and Fiona Kyle (University of Bedford). Funded by the Nuffield Foundation.

- Is language as poor as it looks? Assessment of language potential in socially disadvantaged pre-schoolers (2009-10). Penny Roy (PI), Shula Chiat and Barbara Dodd. Funded by the Nuffield Foundation.

- The Sure Start Language Measure Standardisation Measure (2004-2005) Penny Roy (PI), Helen Kersley and James Law: Sure Start Unit London.

- Very early processing skills as predictors of later language disorders (2002-6). Shula Chiat (PI) and Penny Roy. Funded by the Economic and Social Research Council, Award Number R000-23-0019.

- Improving speech and language development in Sure Start Areas (2002-2004) James Law (PI), Penny Roy and Francis Harris. DfEE (Sure Start).

- Promoting speech and language development in Sure Start Areas (2000-2002) James Law (PI), Penny Roy and Francis Harris. DfEE (Sure Start).

Principal collaborators

- Prof Shula Chiat
- Prof James Law
- Dr Ros Herman
- Dr Fiona Kyle
- Dr Wolfgang Mann
- Dr Chloe Marshall

Research assistants

- Catherine Barnett

Research Students

Name
Ashwag Wallan
Thesis Title
An investigation of sentence repetition as a measure of linguistic processing in  both typically developing and language impaired Saudi children.
Further Information
Co-supervisor: Shula Chiat
Name
Ghada Najmaldeen
Thesis Title
An investigation of socioeconomic effects on phonological awareness and lexical retrieval in Saudi children.
Further Information
Co-supervisor: Shula Chiat
Name
Aseel AlKadhi
Thesis Title
An investigation of relations between sociocognitive skills, motor imitation and language abilities in young Saudi children.
Further Information
Co-supervisor: Shula Chiat
Name
Margaret Grant
Thesis Title
Exploring adoption appraisal in a mid-life follow-up of women adopted from Hong Kong.
Further Information
Co-supervisor: Paul Godin
Name
Anne Mayne
Thesis Title
Narrative, discourse and affective language processing in secondary school aged children with 22q11 deletion syndrome.
Further Information
Co-supervisor: Dermot Bowler

Publications

Book

  1. Seeff-Gabriel, B., Chiat, S. and Roy, P. (2008). Early Repetition Battery (ERB). ISBN 978-0-7491-4916-1.

Chapters (6)

  1. Herman, R. and Roy, P.J. (2016). Deafness and dyslexia. In Marschark, M. and Spencer, P.E. (Eds.), The Oxford Handbook of Deaf Studies in Language (pp. 344–356). New York: Oxford University Press. ISBN 978-0-19-024141-4.
  2. Roy, P. and Chiat, S. (2013). Teasing apart disadvantage from disorder The case of poor language. In Marshall, C.R. (Ed.), (pp. 125–150). PSYCHOLOGY PRESS.
  3. Chiat, S., Armon-Lotem, S., Marinis, T., Polisenska, K., Roy, P. and Seeff-Gabriel, B. (2013). The potential of sentence imitation tasks for assessment of language abilities
    in sequential bilingual children.
    In Mueller-Gathercole, V. (Ed.), Issues in the Assessment of Bilinguals (pp. 56–89). UK: Mulitlingual Matters. ISBN 978-1-78309-008-2.
  4. Roy, P.J. and Chiat, S. (2008). Beyond outcomes: The importance of developmental pathways. In Joffe, V., Cruice, M. and Chiat, S. (Eds.), Language disorders in children and adults Wiley. ISBN 978-0-470-51839-7.
  5. Roy, P. and Chiat, S. (2008). Beyond outcomes: The importance of developmental pathways. In Joffe, V., Cruice, M. and Chiat, S. (Eds.), Language Disorders in Children and Adults Wiley. ISBN 978-0-470-98790-2.
  6. Roy, P.J. (2002). Hyperactivity and Attention Disorders of Childhood. In Sandberg, S. (Ed.), Hyperactivity and Attention Disorders of Childhood Cambridge Univ Pr. ISBN 978-0-521-78961-5.

Conference Paper/Proceedings

  1. Roy, P.J. Educational underachievement in looked after children: Possible causes and consequences. .

Journal Articles (31)

  1. Denmark, T., Marshall, J., Mummery, C., Roy, P., Woll, B. and Atkinson, J. (2016). Detecting Memory Impairment in Deaf People: A New Test of Verbal Learning and Memory in British Sign Language. ARCHIVES OF CLINICAL NEUROPSYCHOLOGY, 31(8), pp. 855–867. doi:10.1093/arclin/acw032.
  2. Dohmen, A., Bishop, D.V.M., Chiat, S. and Roy, P. (2016). Body movement imitation and early language as predictors of later social communication and language outcomes: A longitudinal study. Autism & Developmental Language Impairments, 1, pp. 239694151665663–239694151665663. doi:10.1177/2396941516656636.
  3. Mann, W., Roy, P. and Morgan, G. (2016). Adaptation of a vocabulary test from British Sign Language to American Sign Language. Language Testing, 33(1), pp. 3–22. doi:10.1177/0265532215575627.
  4. Polišenská, K., Chiat, S. and Roy, P. (2015). Sentence repetition: What does the task measure? International Journal of Language and Communication Disorders, 50(1), pp. 106–118. doi:10.1111/1460-6984.12126.
  5. Roy, P., Shergold, Z., Kyle, F.E. and Herman, R. (2015). Spelling in oral deaf and hearing dyslexic children: A comparison of phonologically plausible errors. Research in Developmental Disabilities, 36, pp. 277–290. doi:10.1016/j.ridd.2014.10.012.
  6. Roy, P. and Chiat, S. (2014). Developmental pathways of language and social communication problems in 9-11 year olds: Unpicking the heterogeneity. Research in Developmental Disabilities, 35(10), pp. 2534–2546. doi:10.1016/j.ridd.2014.06.014.
  7. Chiat, S. and Roy, P. (2013). Early predictors of language and social communication impairments at ages 9-11 years: A follow-up study of early-referred children. Journal of Speech, Language, and Hearing Research, 56(6), pp. 1824–1836. doi:10.1044/1092-4388(2013/12-0249).
  8. Dohmen, A., Chiat, S. and Roy, P. (2013). Nonverbal imitation skills in children with specific language delay. Research in Developmental Disabilities, 34(10), pp. 3288–3300. doi:10.1016/j.ridd.2013.06.004.
  9. Dohmen, A., Chiat, S. and Roy, P. (2013). Nonverbal imitation skills in children with specific language delay. Res Dev Disabil, 34(10), pp. 3288–3300. doi:10.1016/j.ridd.2013.06.004.
  10. Mann, W., Roy, P. and Marshall, C. (2013). A look at the other 90 per cent: Investigating British Sign Language vocabulary knowledge in deaf children from different language learning backgrounds. Deafness and Education International, 15(2), pp. 91–116. doi:10.1179/1557069X12Y.0000000017.
  11. Herman, R.C., Roy, P. and Kyle, F. (2013). Dyslexia and deaf children. British Association of Teachers of the Deaf Newsletter .

    [publisher’s website]

  12. Herman, R.C., Shergold, Z., Roy, P. and Herman, R. (2012). Deafness in a hearing workplace. Bulletin of the Royal College of Speech & Language Therapists, (March 2012), pp. 12–14.
  13. Hilari, K., Northcott, S., Roy, P., Marshall, J., Wiggins, R.D., Chataway, J. and Ames, D. (2010). Psychological distress after stroke and aphasia: the first six months. Clin Rehabil, 24(2), pp. 181–190. doi:10.1177/0269215509346090.
  14. Woolfe, T., Herman, R., Roy, P.J. and Woll, B. (2010). Early lexical development in the native signers: a BSL adaption of the CDI. Journal of Child Psychology and Psychiatry, 51 .
  15. Herman, R.C., Woolfe, T., Roy, P. and Woll, B. (2009). Early vocabulary development in deaf native signers: a British Sign Language adaptation of the communicative development inventories. Journal of Child Psychology and Psychiatry, 51(3), pp. 322–331. doi:10.1111/j.1469-7610.2009.02151.x.

    [publisher’s website]

  16. Gravenstede, L. and Roy, P.J. (2009). Phonological Awareness and Decoding Skills in Deaf Adolescents. Deafness and Education International .
  17. Law, J. and Roy, P. (2008). Parental Report of Infant Language Skills: A Review of the Development and Application of the Communicative Development Inventories. CHILD AND ADOLESCENT MENTAL HEALTH, 13(4), pp. 198–206. doi:10.1111/j.1475-3588.2008.00503.x.
  18. Roy, P. (2008). Early institutional deprivation and malnutrition. Dev Med Child Neurol, 50(9), p. 645. doi:10.1111/j.1469-8749.2008.03064.x.
  19. Chiat, S. and Roy, P. (2008). Early phonological and sociocognitive skills as predictors of later language and social communication outcomes. J Child Psychol Psychiatry, 49(6), pp. 635–645. doi:10.1111/j.1469-7610.2008.01881.x.
  20. Chiat, S. and Roy, P.J. (2008). Early phonological and sociocognitive skills as predictors of later language and social communication outcomes. Journal of Child Psychology and Psychiatry, 49, pp. 635–645.
  21. Chiat, S. and Roy, P. (2007). The preschool repetition test: an evaluation of performance in typically developing and clinically referred children. J Speech Lang Hear Res, 50(2), pp. 429–443. doi:10.1044/1092-4388(2007/030).
  22. Emanuel, R., Chiat, S. and Roy, P. (2007). Evaluation of the clinical decisions made for 2-year-olds referred for speech and language therapy: a follow-up study. Int J Lang Commun Disord, 42 Suppl 1, pp. 1–15. doi:10.1080/13682820601171514.
  23. Emanuel, R., Chiat, S. and Roy, P. (2007). Evaluation of the clinical decisions made for 2-year-olds referred for speech and language therapy: a follow-up study. International Journal of Language and Communication Disorders, 42(3), pp. 385–385. doi:10.1080/13682820701376922.
  24. Roy, P. and Rutter, M. (2006). Institutional care: associations between inattention and early reading performance. JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY, 47(5), pp. 480–487. doi:10.1111/j.1469-7610.2005.01526.x.
  25. Herman, R. and Roy, P. (2006). Evidence from the Extended Use of the BSL Receptive Skills Test. Deafness & Education International, 8(1), pp. 33–47.
  26. Denne, M., Langdown, N., Pring, T. and Roy, P. (2005). Treating children with expressive phonological disorders: does phonological awareness therapy work in the clinic? Int J Lang Commun Disord, 40(4), pp. 493–504. doi:10.1080/13682820500142582.
  27. Roy, P., Rutter, M. and Pickles, A. (2004). Institutional care: associations between overactivity and lack of selectivity in social relationships. JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY, 45(4), pp. 866–873. doi:10.1111/j.1469-7610.2004.00278.x.
  28. Roy, P. and Chiat, S. (2004). A prosodically controlled word and nonword repetition task for 2- to 4-year-olds: evidence from typically developing children. J Speech Lang Hear Res, 47(1), pp. 223–234. doi:10.1044/1092-4388(2004/019).
  29. Hilari, K., Wiggins, R.D., Roy, P., Byng, S. and Smith, S.C. (2003). Predictors of health-related quality of life (HRQL) in people with chronic aphasia. Aphasiology, 17(4), pp. 365–381. doi:10.1080/02687030244000725.
  30. Sieratzki, J.S., Roy, P. and Woll, B. (2002). Left cradling and left ear advantage for emotional speech: Listen to the other side too. LATERALITY, 7(4), pp. 351–353. doi:10.1080/13576500143000276.
  31. Roy, P., Rutter, M. and Pickles, A. (2000). Institutional care: Risk from family background or pattern of rearing? JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, 41(2), pp. 139–149. doi:10.1017/S002196309900517X.

Practitioners (3)

  1. (2012). Deafness in a hearing workplace. Bulletin of the Royal College of Speech & Language Therapists.
  2. (2010). More to repetition then meets the ear. Royal College of Speech and Language Therapists, Bulletin
  3. (2003). What lies ahead for later language learners? Afasic News, pp. 8–9

Reports (2)

  1. Herman, R.C., Roy, P. and Kyle, F. (2014). Reading, Dyslexia and Oral Deaf Children: From Research to Practice. London, UK: City University London.
  2. Roy, P.J., Chiat, S. and Dodd, B. (2014). Language and Socioeconomic Disadvantage: From Research to Practice. London, UK: City University London.

Other

  1. Seeff-Gabriel, B., Chiat, S. and Roy, P.J. (2008). The Early Repetition Battery. London: Pearson Assessment (standardised clinical assessment).

Other Activities

Events/Conferences (8)

  1. Roy, P., & Chiat, S. What does the Early Sociocognitive Battery (ESB) tell us about later language and social communication difficulties and ASD? Copenhagen (2013).
    Description: Invited paper presented at the Developmental language disorders-linguistic and cognitive characteristics seminar.
  2. Herman, R., Roy, P., & Kyle, F. Literacy and dyslexia in oral deaf children. Reading (2013).
    Description: Paper presented at the British Psychological Society.
  3. Herman, R,. Roy, P., & Kyle, F. Phonological skills, reading and dyslexia in oral deaf children. Seattle (2013).
    Description: Paper presented at the SRCD Preconference Event on Deafness.
  4. Herman, R., Roy, P., & Kyle, F. Literacy and phonological skills in oral deaf children. Hong Kong (2013).
    Description: Poster presented at the 3rd International Conference on Sign Linguistics and Deaf Education in Asia.
  5. Roy, P., & Chiat, S. The impact of socioeconomic disadvantage on young children's language. Warsaw (2012).
    Description: Invited paper presented at the Conference SLI-Specific Language Impairment: Diagnosis, Prognosis, Intervention.
  6. Roy, P., & Chiat, S. Do selective processing skills at 2-3 predict language, social communication and literacy at 10? Evidence from a follow-up study of clinically referred children. Dublin (2011).
    Description: Keynote address at Irish Association of Speech and Language Therapists Biennial Conference 'Fresh Talk; Food for Thought'.
  7. Dohmen, A., Chiat, S., & Roy, P. An investigation of nonverbal and verbal imitation skills in German-speaking typically developing and language delayed children. Montreal (2011).
    Description: Papers presented in symposium, Elicited imitation: A window into typical and atypical language development at the Biennial Meeting of the Society for Research in Child Development.
  8. Roy, P., Chiat, S., & Seeff-Gabriel, B. The potential of verbal imitation: Evidence from typically developing, clinically referred and socially disadvantaged children.

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Northampton Square

London EC1V 0HB

United Kingdom

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