UKLA Research Awards

Types and sequences of self‐regulated reading of low‐achieving adolescents

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

Free the sheep: improvised song and performance in and around a minecraft community

This article draws upon data from a year&dash;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

UKLA / Wiley-Blackwell Research in Literacy Education Award 2017 shortlist

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.

UKLA Research Awards

Validity and sensitivity of the phonics screening check: implications of practice

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Journal of Research in Reading 2016.

UKLA Research Awards

UKLA/ Wiley-Blackwell Research in Literacy Education Award 2016 shortlist

Congratulations to all authors shortlisted for the 2016 Academic Book Award UKLA Wiley-Blackwell Research in Literacy Education award 2016!

Impressions, improvisations and compositions: reframing children’s text production in social…

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

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

Flexibility in young second-language learners: examining the language specificity of orthographic…

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

Children’s inference generation across different media

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.

Deriving word meanings from context: does explanation facilitate contextual analysis?

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

Grounded literacies: the power of listening to, telling and performing community stories

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.

Parent–child reading in English as a second language: Effects on language and literacy development..

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.

Policy and the search for explanations for the gender gap in literacy attainment

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Literacy 2012.
This paper considers how policy-led processes of education reform have reshaped the space in which to think about gender and literacy.

Cross-linguistic transfer of oral language, decoding, phonological awareness and reading…

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.

Teachers as Readers: Building Communities of Readers – Research projects, resources and evaluations

This UKLA project was planned in response to recurring evidence that suggests children in England continue to read less independently and find less pleasure in reading than many of their peers in other countries (Twist et al., 2003; 2007).

UKLA Research Awards

Conceptualisations of literacy and literacy practices for children with severe learning difficulties

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Literacy 2013.
This article argues for literacy as a specific form of communication, but concludes that broader models of literacies should be utilised to guide and support practitioners in developing interactive practice and in making reasoned and principled approaches and decisions about literacy practices, routes and progression for children with SLD.

Impact of early code-skill and oral-comprehension training on reading achievement in first grade

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

What counts as reading? PIRLS, EastEnders and The Man on the Flying Trapeze

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 Research Awards

Reviewing evidence-based practice for pupils with dyslexia and literacy difficulties

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Journal of Research in Reading 2014.
This paper considers three single-case studies as a source of evidence providing useful insights into the type of assessment needed to inform the planning of highly individualised intervention programmes for pupils with severe and persisting literacy difficulties.

Guided reading: young pupils’ perspectives on classroom practice

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.

“How people read and write and they don’t even notice”

“How people read and write and they don’t even notice”: everyday lives and literacies on a Midlands council estate. UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Literacy 2014.