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Critical Research into Literacy

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 / 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”: everyday lives and literacies on a Midlands council estate. UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Literacy 2014.
Here for our members to download is a presentation by David Reedy from the joint UKLA/UEL conference ‘Promoting Effective Talk in Classrooms’, held on Friday 9 November in London.
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