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‘To start talking phonics is crazy’: how parents understand ‘literacy’ in the lives of children with learning disabilities

Written by: Lauran Doak

Please find the link to the full paper below:

https://www.tandfonline.com/doi/full/10.1080/14681366.2021.2010121

Current UKLA Funded Projects

Discovering doctoral literacies: the emergence of new literacy events and relational doctoral practice

Teacher’s perceptions and experiences of using narrative video games to teach literacy

Reading for Cultural Meaning: Creating a literacy toolkit for English teachers to use when selecting prose texts for diverse students. Melissa Jogie

The multimodal school play: integrating performative digital animation into narrative and set design

‘To start talking phonics is crazy’: how parents understand ‘literacy’ in the lives of children with learning disabilities

Past UKLA Funded Projects

Grammar policy, pedagogy and the primary-secondary transition: students’ perceptions and reflections: Ian Cushing & Marie Helks

“You’ll never be as good as the white kids in their language”: using Young Adult fiction to explore language discrimination in schools. Dr Ian Cushing & Mr Anthony Carter

What literature texts are being taught in Years 7 to 9? Judith Kneen, Cardiff Metropolitan University

Developing effective oral feedback exchanges: supporting children’s writing at key stage two.

Rivers of Multilingual Reading – Torrent or Trickle? Sabine Little, University of Sheffield

Agentic Writing across the Primary Curriculum: Using Dramatic Enquiry in a Community of Writers