I am quantitative researcher whose publications and standing in the field have been built around (a) my interests in early writing and support for literacy learning in the early years and (b) my interests in supporting evidence-based practice and the role of knowledge exchange in this, with a specific focus on review methodologies. These lines of inquiry have guided my research, teaching, and engagement with education systems in Europe and the United States.  I focus on three interdependent and complementary fields: literacy development and instruction, review methodologies to ensure successful translation of research to practice, and early literacy intervention.  My expert knowledge in literacy and methodological expertise has resulted in a sustained production of sole and co-authored articles in top tier peer reviewed journals. It has also allowed me to play a versatile proactive role in successful collaboration within collective research groups on funded literacy research for the ESRC, EEF, ETF and the Frobel Trust.  My expertise in literacy teaching and learning has allowed me to develop a reputation and profile at national and international level in research on early literacy intervention and literacy pedagogy.