Shortlist announced for the UKLA/Wiley Research in Literacy Education Award 2019
UKLA is delighted to announce shortlists for the prestigious UKLA/ Wiley Research in Literacy Education Award 2019.
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 Dr. Wayne Tennent.
UKLA congratulates all the shortlisted authors.
The winning authors will be announced at the UKLA 55th International Conference in Sheffield July 12-14 and invited to present a joint seminar at the conference.
Shortlist Literacy 2019
- Joy Alexander and Ruth Jarman, The pleasures of reading non-fiction Vol 52:2
- Amelia Hempel-Jorgensen, Teresa Cremin, Diane Harris and Liz Chamberlain, Pedagogy for reading for pleasure in low socio-economic primary schools” beyond ‘pedagogy of poverty’? Vol 52:2
- Bobbie Kabuto, Family narratives of biliteracy vol 52:3
- Kimberly Lenters and Alec Whitford, Failing with grace: kids, Improv and embodied literacies vol 52:3
- Helen Victoria Smith, Cooking the books: what counts as literacy for young children in a public library? Vol 52:1
Shortlist JRR 2019
- Kaefer, T. The role of topic‐related background knowledge in visual attention to illustration and children's word learning during shared book reading Vol 41:3
- Liu, P., & Lu, Q. The effects of spaces on word segmentation in Chinese reading: Evidence from eye movements Vol 41:2
- Messer, D., & Nash, G. An evaluation of the effectiveness of a computer‐assisted reading intervention Vol 41:1
- Nouwens, S., Groen, M. A., Kleemans, T., and Verhoeven, L. The role of semantic retrieval in children's reading comprehension development in the upper primary grades. Vol 41:3
- Okkinga, M., van Steensel, R., van Gelderen, A. J. S., and Sleegers, P. J. C. Effects of reciprocal teaching on reading comprehension of low‐achieving adolescents. The importance of specific teacher skills. Vol 41:1
- Torppa, M., Eklund, K., Sulkunen, S., Niemi, P., and Ahonen, T. Why do boys and girls perform differently on PISA Reading in Finland? The effects of reading fluency, achievement behaviour, leisure reading and homework activity. Vol 41:1
The Literacy shortlists were selected by a working party led by Jill McClay and Clare Dowdall (out-going editors); the JRR shortlists by Jessie Ricketts and Nenagh Kemp(editors) in consultation with JRR associate editors.
Notes for Editors
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.
Specifically, 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