UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Literacy 2012. This paper considers how policy-led processes of education reform have reshaped the space in which to think about gender and literacy.
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.
UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Literacy 2013. This article argues for literacy as a specific form of communication, but concludes that broader models of literacies should be utilised to guide and support practitioners in developing interactive practice and in making reasoned and principled approaches and decisions about literacy practices, routes and progression for children with SLD.
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.
