Tim Fosker

Tim is a developmental cognitive neuroscientist and developmental psychologist who is broadly interested in the development of speech, language and literacy. His recent work has focused on the auditory precursors to speech processing and the impact that these have on later literacy development and vocabulary learning. He works with neurotypical and neurodivergent children, and children from disadvantaged backgrounds, to understand the relationships between language, literacy, academic outcomes and wellbeing. Before coming to Queen’s, Tim completed his PhD examining neural markers of developmental dyslexia under the supervision of Professor Guillaume Thierry (Bangor University) followed by a Postdoctoral Fellowship investigating auditory processing deficits in children with developmental dyslexia under the direction of Professor Usha Goswami FBA FRS (University of Cambridge).

Tim is director of the Language, Learning and Literacy Lab at Queen’s (L3Lab@QUB) which houses a developmental EEG laboratory and audiometric testing facilities and is supported by a team composed of Educational Psychologists, Speech and Language Therapists and Psychology Researchers. The L3Lab@QUB use methods including classroom observation, cognitive, psychometric, psychoacoustic, and cognitive neuroscience (predominantly EEG) methods in their investigations.

Tim is a chartered Psychologist (CPsychol), Associate Fellow of the British Psychological Society (AFBPsS) and Fellow of the Higher Education Academy (FHEA).

• Auditory and Auditory-Visual Foundations of Speech and Language Development (First and Second Language)
• Causes of Language and Literacy Difficulties
• Classroom Communication
• Understanding the relationships between language, literacy, academic outcomes, and wellbeing