Usha Claire Goswami is Professor of Education, University of Cambridge, and Fellow, St John’s College, Cambridge, UK.  She is currently engaged in setting up a Centre for Neuroscience in Education at the Faculty of Education, University of Cambridge.
Prior to moving to Cambridge in January 2003, she was Professor of Cognitive Developmental Psychology at the Institute of Child Health, University College London. She received her Ph.D. from the University of Oxford in 1987, her topic was reading and spelling by analogy. Her current research examines relations between phonology and reading, with special reference to rhyme and analogy in reading acquisition, and rhyme processing in dyslexic and deaf children's reading. A major focus of the research is cross-linguistic. Current research projects include cross-language studies of the impact of deficits in auditory temporal processing on reading development and developmental dyslexia, neuroimaging studies of the neural networks underpinning reading in good and poor deaf adult readers, studies of reading development and its precursors in deaf children with cochlear implants, and a set of projects are based around lexical statistics, investigating the impact of 'neighbourhood relations' (similarity relations such as rhyme) in phonological and orthographic processing in different languages.
Usha Goswami has received a number of career awards, including the British Psychology Society Spearman Medal (awarded for early career research excellence), the Norman Geschwind-Rodin Prize (a Swedish award for research excellence in the field of dyslexia), and Fellowships from the National Academy of Education (USA) and the Alexander von Humboldt Foundation (Germany). She advised on the National Curriculum and the National Literacy Project, and was one of the three UK members of the Managing Committee of the European Concerted Action on Learning Disorders as a Barrier to Human Development (COST-A8). She is a member of the Neurosciences and Mental Health Board of the Medical Research Council, and of the Cross Board Group of the Medical Research Council. She is also Editor of Applied Psycholinguistics, and is on the editorial boards: Journal of Experimental Child Psychology, Reading and Writing, Reading Research Quarterly, Dyslexia, Journal of Child Psychology and Psychiatry, Cognitive Development and Developmental Science, and European Psychologist.

Website: University of Cambridge, Faculty of Education