Rate My Professor Johny Daniel

Dr Johny Daniel is an Associate Professor in the School of Education at Durham University and a Fellow of the Wolfson Research Institute for Health and Wellbeing. He holds a Ph.D. in Special Education and an M.Ed. in Educational Psychology from The University of Texas at Austin, as well as an M.Ed. in Special Education from Vanderbilt University. Daniel's research specializations include reading interventions, learning difficulties, special education, secondary data analysis, and research methodology. His work focuses on addressing disparities in identifying and supporting students with special educational needs, particularly in reading and related academic achievement.

Daniel has an extensive publication record in leading journals. Key publications include 'Specific Learning Difficulties: Disparities in Identification' (2026, Journal of Learning Disabilities, with J. Elliott, P. Tymms, S. Strand), 'The Reading Anxiety Scale for Children: Development and Psychometric Properties' (2026, School Psychology, with A.E. Grills et al.), 'Teacher Knowledge of Foundational Reading Instruction in Taiwan' (2026, Reading and Writing, with H. Wang), 'Identifying Students with Dyslexia: Exploration of Current Assessment Methods' (2025, Annals of Dyslexia, with L. Clucas, H. Wang), 'Achievement Gaps for English Learners with Disabilities' (2025, Learning and Instruction), 'The Academic Achievement Gap between Students with and without Special Educational Needs and Disabilities' (2025, European Journal of Special Needs Education), 'A Synthesis of the Effects of Summer Interventions on Secondary Students with or at-Risk of Reading Difficulties' (2025, Frontiers in Education, with J.T. Dille et al.), 'Multicomponent Reading Intervention: A Practitioner's Guide' (2024, The Reading Teacher, with A. Barth, E. Ankrum), 'Longitudinal Models of Reading and Mathematics Achievement in Deaf and Hard of Hearing Students' (2023, Journal of Deaf Studies and Deaf Education, with S.W. Cawthon et al.), and 'A Meta-Analysis of the Effects of Academic Interventions on Academic Achievement and Academic Anxiety Outcomes in Elementary School Children' (2022, Journal of School Psychology, with S. Fishstrom et al.). Additional contributions cover gender differences in special educational needs identification, translational science in reading, and practitioner guides for interventions.