‘Sneaky’ Outdoor Literacy Learning – Dr Karen Boardman, Dr Emily Lovett and Silvia Cont (Research Assistant)
What if early literacy learning did not always happen at a table indoors, within a book corner or a planned activity? How wonderful if
How representative are the books used in Year 1 classrooms? – Matthew Courtney
The books we use to teach our English curriculum matter. These are the texts that children will spend an extended amount of time engaging
Reading (and Writing) for Pleasure: The Experiences of Young People with Learning Disabilities – Lauran Doak
This study, funded by UKLA in 2019, explores the everyday family shared reading experiences of five young people with learning disabilities.
‘Ruling Passions’: A New Literacies Perspective On Autistic Adults’ Interests and Passions’ – Chris Bailey
This study explored what are often called the ‘special interests’ of autistic people, using a New Literacy Studies (Street, 2003) lens to illuminate an important dimension of autistic culture.
LIVE PROJECT: Young children and teachers’ encounters with challenging texts: exploring perceptions of and responses to challenging fictional picturebooks in Reception classrooms
This study aims to generate understandings of how young children, and their teachers, perceive and respond to ‘challenging’ fictional picturebooks.
How does a variety of linguistic literary reading resources affect plurilingual enthusiasm and engagement in literacy learning in a diverse primary class? – Cordelia Kenyon-Jones
A child-led research team of several children and their teacher source reading materials that better represent their realities.
Agentic Writing across the Primary Curriculum: Using Dramatic Enquiry in a Community of Writers – Tom Dobson, Lisa Stephenson
This small-scale partnership project focused on training Key Stage 2 teachers to use process drama to make writing more meaningful for children across the curriculum.
Rivers of Multilingual Reading – Torrent or Trickle? – Sabine Little
How do multilingual children negotiate reading in their various languages?
Developing Effective Oral Feedback Exchanges: Supporting Children’s Writing at Key Stage Two
This research will have a specific focus on the ways in which oral feedback can be developed to support the compositional aspects of children’s writing.
What Literature Texts are Being Taught in Years 7 to 9? Judith Kneen, Susan Chapman, Joan Foley, Lucy Kelly, Lorna Smith, Helena Thomas, Annabel Watson
Literature is a key element of the English curriculum. Exciting, enriching, enlightening and often challenging – literature can play a significant role in how
“You’ll never be as good as the white kids in their language”: Using Young Adult fiction to Explore Language discrimination in Schools – Dr Ian Cushing, Anthony Carter
In what ways might contemporary YA fiction be used as a vehicle for understanding, describing, exploring and resisting structural language discrimination?
Grammar Policy, Pedagogy and the Primary-Secondary Transition: Students’ Perceptions and Reflections: Ian Cushing & Marie Helks
We set out to trace the complex ways that current grammar policy in England gets perceived and recalled by primary (Year 6) and secondary (Year 7) students.