Critical Research into Literacy

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UKLA Research Awards

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

by Yvonne Griffiths, Morag Stuart

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.

Presentations

Effective Talk for Learning: Teaching through dialogue

by David Reedy

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.

UKLA Research Awards

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

by Susan Jones

“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.

UKLA Research Awards

Guided reading: young pupils’ perspectives on classroom practice

by Veronika Hanke

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.

UKLA Research Awards

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

by Janet Maybin

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

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

by Bianco, M., Bressoux, P., Doyen, A.-L., Lambert, E., Lima, L., Pellenq, C.

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Journal of Research in Reading 2013. This longitudinal study examined the relationships between oral language development, early training and reading acquisition on word-identification and reading- comprehension tests.