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Claire Fletcher-Flinn
PeerJ Reviewer
940 Points

Contributions by role

Reviewer 35
Editor 905

Contributions by subject area

Biophysics
Developmental Biology
Neuroscience
Cognitive Disorders
Psychiatry and Psychology
Neurology
Pediatrics
Animal Behavior
Veterinary Medicine
Clinical Trials
Anthropology
Mathematical Biology
Computational Science
Public Health

Claire M. Fletcher-Flinn

PeerJ Reviewer

Summary

Claire Fletcher-Flinn has more than 24 years of experience as a university researcher and teacher, and is a registered Educational Psychologist. Her research interests include the processes of learning to read, early literacy, and dyslexia. She was awarded a Visiting Fellow at the University of Oxford, and was the recipient of a Japanese Society for the Promotion of Science (JSPS) Invitation Fellowship.

Cognitive Disorders Psychiatry & Psychology

Past or current institution affiliations

University of Auckland

Work details

Associate Professor

University of Auckland
Department of Psychology

Websites

  • University Profile
  • ResearchGate

PeerJ Contributions

  • Edited 4
  • Reviewed 1

Academic Editor on

October 16, 2017
L1 and L2 reading skills in Dutch adolescents with a familial risk of dyslexia
Ellie R.H. van Setten, Wim Tops, Britt E. Hakvoort, Aryan van der Leij, Natasha M. Maurits, Ben A.M. Maassen
https://doi.org/10.7717/peerj.3895 PubMed 29062600
November 9, 2016
Low self-concept in poor readers: prevalence, heterogeneity, and risk
Genevieve McArthur, Anne Castles, Saskia Kohnen, Erin Banales
https://doi.org/10.7717/peerj.2669 PubMed 27867764
July 23, 2015
Early prediction of language and literacy problems: is 18 months too early?
Fiona J. Duff, Kate Nation, Kim Plunkett, DVM Bishop
https://doi.org/10.7717/peerj.1098 PubMed 26244110
May 5, 2015
Replicability of sight word training and phonics training in poor readers: a randomised controlled trial
G McArthur, S Kohnen, K Jones, P Eve, E Banales, L Larsen, A Castles
https://doi.org/10.7717/peerj.922 PubMed 26019992

Signed reviews submitted for articles published in PeerJ Note that some articles may not have the review itself made public unless authors have made them open as well.

March 26, 2015
Classifying acoustic signals into phoneme categories: average and dyslexic readers make use of complex dynamical patterns and multifractal scaling properties of the speech signal
Fred Hasselman
https://doi.org/10.7717/peerj.837 PubMed 25834769