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Members can access the papers for the UKLA 2020 AGM (online) on this page.

Our summer issue of the members’ newsletter

In this edition read about new 2020 Shadowing opportunities for teacher members, UKLA Research Grant Awards, brand new books and dates for your diary.

In this edition of UKLA News we discover more about the UKLA Literacy Schools of the Year 2019 and read about author and illustrator Chris Riddell’s Desert Island Books.

Rapid technological change has meant that everyday practices surrounding reading and writing have shifted significantly over the last 20 years.

This series of online resources looks at issues related to social diversity through a range of picture books. The term diversity can be used to cover a number of social categories including, but not limited to, representations and identity, ethnicity, sexuality, gender orientation, family setting and housing. The series aims to increase the range of picture books being shared in EYFS and KS1 classrooms by introducing picture books that explore ideas related to diversity. 

This series of online resources looks at issues related to social diversity through a range of picture books. The term diversity can be used to cover a number of social categories including, but not limited to, representations and identity, ethnicity, sexuality, gender orientation, family setting and housing. The series aims to increase the range of picture books being shared in EYFS and KS1 classrooms by introducing picture books that explore ideas related to diversity. 

This series of online resources looks at issues related to social diversity through a range of picture books. The term diversity can be used to cover a number of social categories including, but not limited to, representations and identity, ethnicity, sexuality, gender orientation, family setting and housing. The series aims to increase the range of picture books being shared in EYFS and KS1 classrooms by introducing picture books that explore ideas related to diversity. 

This series of online resources looks at issues related to social diversity through a range of picture books. The term diversity can be used to cover a number of social categories including, but not limited to, representations and identity, ethnicity, sexuality, gender orientation, family setting and housing. The series aims to increase the range of picture books being shared in EYFS and KS1 classrooms by introducing picture books that explore ideas related to diversity. 

In this edition read about teachers participating in the UKLA Book Awards, our UKLA Ambassador to Brunei Malai Zeiti Sheikh Abdul Hamid, new competitions and events across the UK.

The latest edition of UKLA News Spring 2019

Teachers need readily accessible guidance that identifies the ‘how, when and why of EAL’ and this occasional paper goes some way to doing that by presenting the current state of play for EAL according to both research and practice.

In this edition, news of UKLA Award Winners, a school visit by illustrator Lucy Letherland, a spotlight on our new Developing a Culturally Inclusive Curriculum materials and a piece from UKLA long standing member Professor Greg Brooks.

This study examines the relationship between types and sequences of self‐regulated reading activities in task‐oriented reading with quality of task achievement of 51 low‐achieving adolescents (Grade 8).Journal of Research in Reading (pages 229–252). (Vol 39, No.2)

This article draws upon data from a year‐long ethnographic study, investigating a group of ten and eleven year old children’s engagement with the video game ‘Minecraft’ as they collaborate to build a ‘virtual community’. Literacy Volume 50, Issue2

The Award is given annually for papers published in each of UKLA’s journals – Literacy and Journal of Research in Reading (JRR) – judged to be exemplary in terms of criteria applied in both journals. Literacy and JRR are peer-reviewed journals with international reputations for excellence. The panel chair is Professor Jackie Marsh.

In this edition, The Reading Challenge: A perspective on PIRLS, a spotlight on our Ambassador for Australia Paul Gardner, Desert Island Books by Geraldine Magennis and obituaries for Brenda Eastwood and Liz Grugeon.

In this edition: An update on the UKLA Book Awards, using drama to re-engage children in writing, Desert Island Books, our International Ambassador in Iceland, and obituaries of James Berry OBE and Brian Street.

In the summer 2017 edition of the Association newsletter: pop-up books, the Bristol Primary School Book Project and using images in the classroom.

For many years UKLA member Margaret M. Clark has consistently challenged the evidence base for claims made by the UK government that synthetic phonics should be used as the method to teach all children how to read.

This Key Stage Two and Three teaching resource is premised on the concept that how we read is as important as what we read. Young people today live in a world where they are bombarded by print and non-print texts, all of which implicitly or explicitly present perspectives on race, gender, class, as well as many social, political and economic issues. This resource draws on Freebody and Luke’s Four Resources Model (1990) to teach children and young people not to uncritically conform in their personal lives, but at a societal level as well. These skills and dispositions are what literacy scholar and educator Allan Luke (2009) refers to as ‘a new basic’ for navigating our text and media-saturated world.

In this issue, International Ambassadors, Daniel Hahn’s Desert Island Books and the 2016 Book Awards.

In this issue, putting the spark back into spelling, Literacy Volunteers and UKLA Awards 2016

In this issue, UKLA remembers Sally Yates, celebrating Michael Rosen and Love Literacy this Valentine’s Day.

UKLA / Wiley-Blackwell Research in Literacy Education Award Winner – Literacy 2010.
This paper draws from a current research project that is exploring three pre-teenage children’s text production in social networking sites.

Teachers are digikids too: the digital histories and digital lives of young teachers in English primary schools.

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Journal of Research in Reading 2010

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Journal of Research in Reading 2009.
This paper investigated the degree to which children’s inference generation ability generalises across different media and predicts narrative comprehension over and above basic language skills and vocabulary.

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Journal of Research in Reading 2008.

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Literacy 2011.
This article offers an analysis of community arts to develop an argument about the power of vernacular literacies.

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Journal of Research in Reading 2011.
This paper highlights the potential benefits of English parent–child reading and dialogic reading on children learning English as a second language.

Cross-linguistic transfer of oral language, decoding, phonological awareness and reading comprehension: a meta-analysis of the correlational evidence.
UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Journal of Research in Reading 2012.
This paper is a meta-analysis of cross-linguistic transfer of oral language (vocabulary and listening comprehension), phonology (decoding and phonological awareness) and reading comprehension.

Gill Robins outlines the elaborate project she undertook to read a classic novel by moving away from the single subject discipline and creating a scenario that engaged and enthused children. It also gave them choices, which produced a strong engagement with contemporary media rather than written language. She concludes by asking the question: was it a success?Thanks to the English Association for allowing UKLA to reproduce the article.

Shakespeare is increasingly studied in primary schools, and Gill Robins shows how a contemporary approach is a rich experience of communication in many forms, providing an introduction to the subject that enhances children’s experience when meeting Shakespeare as a set text in Year 7.Thanks to the English Association for allowing UKLA to reproduce the article.

As part of an action research project jointly organised by the BFI and CLPE, Annette Johnson focuses on how the use of film can inspire and develop children’s speaking, listening and writing skills. This leads her to ask questions about the links between film, auditory learning and developing children’s writing.Thanks to the English Association for allowing UKLA to reproduce the article.

In this issue, the power of story, Chatterbooks project and the Lovereading4schools scheme.

In this issue, review of the National Conference Cardiff, 2015 Academic Book Award shortlist and research that makes a difference.

In this issue, review of the 51st International Conference, Desert Island Books and remembering Henry Pearson.

In this issue, 50 years of UKLA, Desert Island Books and the importance of Children’s Literature.

In this issue, 50th International Conference, Professional Development activities and new publications.

In this issue, Children’s Literature in ITE SIG, UKLA Book Awards and focus on reading.

In this issue, obituary for Jessie Reid, review of the 49th International Conference and UKLA Awards 2013.

In this issue, Conference Reports, Caribbean Poetry Project and obituary for DR L J Chapman.

In this issue, Campaign Against the Phonics Test, Poetry with Tony Mitton and UKLA’s new Professional Development series.

In this issue, review of UKLA’s 48th International Conference, Book Awards and Desert Island Books.

In this issue, books to support the writing of poetry, Awards shortlists and Greg Brooks: Activities and Accolades.

In this issue, tributes to past members, Poetry Matters seminar series and Desert Island Books.

In this issue, review of UKLA’s 47th International Conference, 2011 Award Winners and book reviews.

In this issue, UKLA’s Agenda for Action, new books and UKLA Across the UK.

In this issue, news from UKLA Special Interest Groups, Perform-a-Poem website for children and books to support writing.

In this issue, information for the UKLA International Research Symposium, review of the UKLA 46th International conference held in Winchester and 2010 Award winners.

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Journal of Research in Reading 2013.

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award winner – Literacy 2014.
This article examines two unofficial reading activities in a class of 10–11-year-olds’ to see how far these activities match up with the official definitions of reading, or whether they involve a different kind of interaction with text.

UKLA / Wiley-Blackwell Research in Literacy Education Award: Highly Commended – Literacy 2015.
Guided reading is widely perceived to be tricky in English primary schools; prior research has found difficulties with teacher interpretation and implementation. This study suggests that to understand the problems associated with it we should also take into account pupils’ perspectives on their guided reading lessons.

Case study of Charlotte, a four year old girl with special educational needs by Jade Corby, PGCE student, Canterbury Christ Church University.

This case study is by Amy Godman, PGCE student, Canterbury Christ Church University.

Case study of J a ten year-old reluctant reader. Written by Serena Corps, student at the University of Roehampton.

Case study of M an engaged and enthusiastic seven-year-old reader. Written by Dave Downey, student at the University of Roehampton.

Case study of O – a six year-old reluctant reader. Written by Liz Green, student at the University of Roehampton.

In this popular series, the published Book for Keeps review of the featured story is combined with a summary of the key themes in the book, some teaching ideas, and connections to other stories that teachers may find useful.

In this popular series, the published Book for Keeps review of the featured story is combined with a summary of the key themes in the book, some teaching ideas, and connections to other stories that teachers may find useful.

UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.

UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.

UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.

UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.

UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.

UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.

UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.

UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.

UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.

UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.

UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.

UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.

UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.

In this popular series, the published Books for Keeps review of the featured story is combined with a summary of the key themes in the book, some teaching ideas, and connections to other stories that teachers may find useful.

Helping children to develop a love of reading is always a priority for teachers. In this series of author studies we aim to provide rich insights into the worlds and work of some popular children’s authors.

Helping children to develop a love of reading is always a priority for teachers. In this series of author studies we aim to provide rich insights into the worlds and work of some popular children’s authors.

Helping children to develop a love of reading is always a priority for teachers. In this series of author studies we aim to provide rich insights into the worlds and work of some popular children’s authors.

Helping children to develop a love of reading is always a priority for teachers. In this series of author studies we aim to provide rich insights into the worlds and work of some popular children’s authors.

Completing his series of ideas for teaching children how language works, this article looks at adverbials and how they can convey attitude.

Continuing his series of ideas for teaching children how language works, this resource features three articles continuing discussion regarding how clauses are constructed.

Continuing his series of ideas for teaching children how language works, Jim Crinson shows how children can enjoy playing with clauses and connectives.

Continuing his series of ideas for teaching children how language works, Jim Crinson takes another look at the prepositional phrase and the fun children can have playing with language.

In this article, Jim Crinson prepares the way for moving on from noun phrases and verb phrases to a new kind of ‘language chunk’.

The National Literacy Strategy suggests that children should be introduced to passives in Y6. However, Jim Crinson feels there should only be limited work on them in primary school.

Continuing his series of ideas for teaching children how language works, Jim Crinson suggests investigating verb phrases is not only fascinating, but will help children avoid making mistakes of tense in writing.

Continuing his series of ideas for teaching children how language works, Jim Crinson gets inside the verb phrase.

Continuing his series of ideas for teaching children how language works, this article looks at the sentence and how they are split into subject and predicate.

In the third part of this series, Jim Crinson offers more ideas for teaching children about grammar in the context of their own reading and writing. Here, he extends his investigation into noun phrases and how they can be modified.

Jim Crinson offers more ideas for teaching children about grammar in the context of their own reading and writing. Here, he extends his investigation into noun phrases to consider one of their most important components.

With an emphasis on reading for pleasure, Andrew Lambirth and Helen Nokes describe Year 2 children sharing and discussing books independently.

In this article, Cathie Holden and Tatiana Wilson describe an international project introducing children to picturebooks from Europe.

This article focuses on reading at Key Stage 2 – Elizabeth Broad writes about reading novels.

Gary Crew’s compelling and complex picturebook The Watertower features in this article which suggest ways of reading picturebooks with older readers.

Gary Crew’s compelling and complex picturebook The Watertower features in this article which suggest ways of reading picturebooks with older readers.

This article is about using films in the primary school. David Whitley explores the links between nature and texts.

This article is about teaching Wordsworth in the secondary school. David Whitley explores the links between nature and texts.

This is a useful article about fathers as role models for reading. This project began some time ago and Caroline has added an update showing that the work is still relevant and helps children get into reading with pleasure.

Exploring Tennyson’s poem ‘The Lady of Shalott’ with Key Stage 3. As well as continuing to provide training for teachers in drama methodology, Peter is working on a story based cross-curricular approach called ‘narrative immersion’ and the development of thinking skills through drama.

This article focuses on Year 2 writing based on ideas explored through play.

This article by Mary le Breuilly describes how blogs can be used in the classroom.

This article by Helen Bromley focuses on writing non-narrative in the Early Years.

This article by David Reedy and Jeni Riley focuses on writing non-narrative in the Early Years.

December 2010 Resource: This article by Teresa Cremin (formerly Grainger) describes ideas about how drama can enliven non-fiction writing.

December 2010 Resource: The final part of Helen Bromley’s three-part series about how Storyboxes can help develop children’s storytelling. First published in 1999, Helen Bromley’s work on Storyboxes has been widely influential and is still fresh today.

From the Secondary English Magazine, we have the third in a three-part series by Debra Myhill entitled ‘Designs on Writing’.

From the Secondary English Magazine, we have the second in a three-part series by Debra Myhill entitled ‘Designs on Writing’.

From the Secondary English Magazine, we have the first in a three-part series by Debra Myhill entitled ‘Designs on Writing’.

Here for our members to download is a presentation by Patrick Ryan, from the joint UKLA/UEL conference ‘Promoting Effective Talk in Classrooms’, held on Friday 9th November in London.

November 2010 Resource: The second of Helen Bromley’s three-part series describes how Storyboxes can help develop children’s storytelling. First published in 1999, Helen Bromley’s work on Storyboxes has been widely influential and is still fresh today.

October 2010 Resource: The first of a three-part series by Helen Bromley describing how Storyboxes can help develop children’s storytelling. First published in 1999, Helen Bromley’s work on Storyboxes has been widely influential and is still fresh today.

July 2010 resource: Eve Bearne’s two articles ‘Miscue Analysis for Writing’ suggest how teachers can identify and focus on strengths and potential areas for development in children’s writing.

This paper originally appeared as a chapter in the UKLA book Connecting, Creating: New ideas in teaching writing edited by Susan Ellis and Colin Mills, published in 2002.

The ‘Talk to Text’ project explored the connection between talk and writing, finding that encouraging Years 1 and 2 children to reflect on their writing was a challenge. However, when it worked, their independence and autonomy as writers improved considerably.

What happens when three schools and three agencies come together to explore a text? Ruth Wells recounts the experiences of seven Year 6 classes and their teachers who participated in a project on Madonna’s ‘The Adventures of Abdi’, using dance as the main vehicle for engagement.

This storytelling project aims to involve families and communities in the National Year of Reading. This article describes phase one of the project and its impact on two Key Stage 1 classes by Marilyn Mottram, Adviser for Curriculum Development.Thanks to the English Association for allowing UKLA to reproduce the article.