UKLA Wiley-Blackwell Research in Literacy Education Award

The UKLA/ Wiley-Blackwell Research in Literacy Education Award is a prestigious prize bestowed on the best article in the Journal of Research in Reading (JRR) and Literacy in the previous year. Both are peer-reviewed journals with international reputations for excellence.

The shortlists are chosen by working parties convened by the editors of JRR and Literacy.

The award is given to a text which fulfils many of the following criteria:

Relevance to readership – taking account of an international readership
Accessibility to a knowledgeable readership
Original content which contributes significantly to existing knowledge or the development of new knowledge, policy or strategy
Clear theoretical position
Methodologically sound research processes /design appropriate to the theoretical standpoint
Sound level of critical analysis
Relevant and appropriate citation base

Panel Chair: Wayne Tennent.

View the past winners ▸

2016

Journal of Research in Reading (JRR)

Duff, Fiona., Mengoni, Silvana E., Bailey, Alison M. and Snowling, Margaret J. (2015) Validity and Sensitivity of the Phonics Screening Check: Implications for Practice. 38(2), pp. 109-123

Literacy

Wiltse, Lynne. (2015) Not just 'sunny days': Aboriginal students connect out-of-school literacy resources with school literacy practices. 49(2), pp. 60-68

2015

Journal of Research in Reading (JRR)
There was no award for the Journal of Research in reading this year.

Literacy
Jones, S. (2014) How people read and write and they don’t even notice”: everyday lives and literacies on a midlands council estate. Literacy, Vol.48 (2)

Highly Commended: Hanke,V. (2014) Guided reading: young pupils’ perspectives on classroom practice. Literacy,Vol.48 (3)

2014

Journal of Research in Reading (JRR)
Yvonne Griffiths and Morag Stuart (2013) Reviewing evidence-based practice for pupils with dyslexia and literacy difficulties, Journal of Research in Reading Vol 36 (1) 96-116

Literacy
Janet Maybin (2013) What counts as reading? PIRLS, EastEnders and The Man on the Flying Trapeze. Literacy 47 (2): 59-66

2013

Journal of Research in Reading
Bianco, M., Pellenq, C., Lambert, E., Bressoux, P., Lima, L., & Doyen, A.-L. (2012). Impact of early code-skill and oral-comprehension training on reading achievement in first grade. Journal of Research in Reading, 35 (4) 427-455.

Literacy
Lawson, H., Layton,L., Goldbart, J., Lacey,P., Miller,C. 2012. Conceptualisations of literacy and literacy practices for children with severe learning difficulties. Literacy 46(2): 101-8.

2012

Journal of Research in Reading
Melby-Lervag, M., Lervag, A., Cross-linguistic transfer of oral language, decoding, phonological awareness and reading comprehensive: a meta-analysis of the correlational evidence. Vol 34:1

Literacy
Moss, G., Policy and the search for explanantions for the gender gap in literacy attainment. Vol 45:3

2011

Journal of Research in Reading
Wing-Yin Chow, B., McBride-Chang,C., Cheung,H., Parent-child reading in English as a second language: Effects on language and literacy development of Chinese Kindergarteners Vol 33:3 pp 284-301

Literacy
Hall, C. & Thomson, P. Grounded Literacies: the power of listening to, telling and performing community stories Vol 44:2 pp 69-75.

Highly commended: Cliff Hodges, G.: ‘Reasons for reading : why literature matters’ Vol 44 no 2

2010

Journal of Research in Reading
Deacon, S. Hélène; Wade-Woolley, Lesly; Kirby, John R..Flexibility in young second-language learners: examining the language specificity of orthographic processing. Vol. 32 (2) pp 215-229

Literacy
Clare Dowdall: Impressions, improvisations and compositions: reframing children's text production in social network sites. Vol 43,2 pp. 91-99

2009

Journal of Research in Reading
Kendeou,P., Bohn-Gettler, C. White, M.J. & van den Broek, P. (2008) Children's inference generation across different media. Journal of Research in Reading, Vol 31 (3) pp 259-272.

Highly commended: Mangen, A. (2008) Hypertext fiction reading: haptics and immersion Journal of Research in Reading, Vol 31, (4) pp 404-419.

Literacy
Cremin, T. Mottram, M., Collins, F., Powell, S. & Safford, K. (2009) Teachers as readers: Building communities

2008

Journal of Research in Reading
Kate Cain Deriving word meanings from context: does explanation facilitate contextual analysis? Vol 30:4 pp 347-378

Highly commended: Binder, K., Chace, K. H. & Manning, M. C. Sentential and discourse context effects: adults who are learning to read compared with skilled readers Vol30:4 pp 379-393

Literacy
Lynda Graham Teachers are digikids too: the digital histories and digital lives of young teachers in English primary schools. Literacy 42:1 pp10-18

Highly Commended: Naomi Flynn What do effective teachers of literacy do? Subject knowledge and pedagogical choices for literacy. Literacy 41:3 pp 137-146

UKLA Wiley-Blackwell Research in Literacy Education Award

The UKLA/ Wiley-Blackwell Research in Literacy Education Award is a prestigious prize bestowed on the best article in the Journal of Research in Reading (JRR) and Literacy in the previous year. Both are peer-reviewed journals with international reputations for excellence.

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