Following a career ranging from bookshops to hospital accountancy, Kate has worked in UK education for the last 20 years in a variety of roles, including primary school class teacher, specialist dyslexia assessor/tutor, SENCo, playgroup worker, EYITT tutor and assessor, lead teacher and children’s centre deputy.
She has delivered inset training in a range of settings over the years on subjects including dyslexia, autism, attachment difficulties, understanding behaviour and philosophy for children, and has carried out consultancy work with Women’s Aid which involved writing and disseminating lesson plans from reception to year 13.
Kate is a member of the advisory panel for the randomised control trial of a new oral enrichment project for pre-school settings. It's run by an Oxford team headed up by Dr Gillian West, based at St John's College, Oxford and funded by the Nuffield foundation. The Nuffield Early Language Intervention – Nursery (NELI – N) followis on from the success of NELI which was developed by Professors Charles Hulme and Margaret Snowling. She is also a member of the ECG (Early Childhood Maths Group) run by Sue Gifford of Roehampton University.
Her research interests include:
- How we can use neuroscience to inform education whilst avoiding the allure of the neuromyth
- Early maths and literacy
- Young children’s metacognition.
As part of her research into early maths and literacy, Kate is giving two presentations in 2019:
- Beyond finger gnosis: pilot study on additional impact of finger counting on early number skills
This poster presentation has been accepted at EARLI 2019 in RWTH Aachen University, Germany (12-16 August 2019).
- Fingers count: small study shows promise for a novel approach which helps pre-school children recognise and count numbers 1–10
This empirical oral presentation has been accepted by the British Psychological Society Annual Conference in Harrogate (1-2 May 2019).
- BA (Hons) Psychology
- MSc in Neuroscience and Education
- British Psychological Association (MBPsS)
Areas of expertise
- Early years
- Early literacy
- Early maths
- Neuroscience and education
Research and academic outputs
Humphreys, K (2019) 'Minding your p's and q's - the neuromyth of letter reversal as an early symptom of dyslexia.' In: Malpas, M, ed. The dyslexia handbook 2019. British Dyslexia Association, Bracknell, pp. 22-29.
Humphreys, K (2018) 'Personal reflections: research into practice.' Patoss Bulletin, 31 (2). pp. 36-41. ISSN 1476-1521
Humphreys, K, Whitebread, D, Miller, S and Linklater, H (2004) 'Do tractors eat grass? Is mind mapping suitable for infants?' Teaching Thinking, 13. pp. 46-53.
Harding, D and Humphreys, K (2009) The Expect Respect Educational Toolkit. Women's Aid Federation of Bristol.