We are pleased to share that the editors of the “Journal of Research in Reading” and “Literacy” have announced the papers shortlisted for this year’s award. The shortlisted papers are:

Journal of Research in Reading Shortlist

Tracing the longitudinal role of orthographic knowledge in spelling development from primary to upper-secondary school 

Jakob Åsberg Johnels,  Christian Waldmann,  Maria Levlin

The role of executive functions in 9- to 12-year-old children’s sentence processing: An eye-movement study 

Nannan Cui,  Yang Wang,  Jiefei Luo,  Yan Wu

Vocabulary exposure to children is enhanced by using both informational and narrative picture books for read-alouds: A comparative modelling study using data science methods 

Clarence Green, Kathleen Keogh

Literacy Shortlist  

Decoding, reading and writing: the double helix theory of teaching 
Dominic Wyse,  Charlotte Hacking 

Representation of neurodivergence in fiction books: exploring neurodivergent young peoples’ perspectives 
Charlotte Webber,  Elena Santi,  Katie Cebula,  Catherine J. Crompton,  Sarah McGeown 

Incorporating digital animation in a school play: multimodal literacies, structure of feeling and resources of hope 
Michelle Cannon,  Theo Bryer,  Sara Hawley 

‘I’m rewriting the law’ when children bring literacy into nursery school 
Lars Holm,  Helle Pia Laursen,  Annegrethe Ahrenkiel 

‘Booktuber: promoting reading and literacy in the classroom among Spanish pre-service teachers through a video review’ 
Betlem Soler Pardo 

The shortlisted papers will now go forward to the judging panel, with the final winners being notified later in spring. Congratulations to all the shortlisted authors, and thank you to Wiley for their continued generosity in supporting the award!