In a project designed for inclusion, illustrators Mark Long and Mark Oliver worked with a Year 5 class on an extended project where each child produced their own illustrated book. Children with additional educational needs and children in the early stages of learning English were able to access the work and proudly create their own picturebooks.   Thanks to The English Association for allowing UKLA to reproduce the article.

Drawing on comparative analysis of different familial circumstances as well as recent research in the learning sciences, Heath helps educators and policymakers rethink their roles in the future of reading for young learners.

In the context of UKLA’s 50th anniversary and in recognition of Harold Rosen’s rich contribution within the period, this memorial lecture will revisit the ‘irrepressible genre’ of narrative (Rosen, 1984), re-examining its potency as a fundamental mode of thought (Bruner, 1986) an organisational device that enables us to order experience, real and imagined and a space to play and co-create.

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.

In this popular series, the published Book for Keeps review of the featured story is combined with a summary of the key themes in the book, some teaching ideas, and connections to other stories that teachers may find useful.

In this popular series, the published Book for Keeps review of the featured story is combined with a summary of the key themes in the book, some teaching ideas, and connections to other stories that teachers may find useful.