Skip to main content

Research Repository

Advanced Search

Reading for Science: The use of scientific literary materials in primary schools (2024)
Presentation / Conference
Lewis, F., Edmonds, J., Carter, J., Alston, A., & Sargeant, S. (2024, March). Reading for Science: The use of scientific literary materials in primary schools. Paper presented at NARST 2024 Science Education for the rest of us, Denver, USA

Scientific literary materials (SLMs) present science content in genres such as narratives and poems as well as traditional non-fiction genres. SLMs have the potential to engage children and teachers who are non-science enthusiasts or specialists wit... Read More about Reading for Science: The use of scientific literary materials in primary schools.

A systematic review of the effectiveness of reading comprehension interventions in the South African multilingual context (2024)
Journal Article
Carter, J., Podpadec, T., Pillay, P., Babayiğit, S., & Gazu, K. A. (2024). A systematic review of the effectiveness of reading comprehension interventions in the South African multilingual context. Educational Research and Evaluation, 29(1-2), 69-103. https://doi.org/10.1080/13803611.2024.2314522

International comparative measures show that South Africa has extremely low standards in reading. A variety of programmes aimed at boosting reading have been developed, however, the effectiveness of these programmes is unclear. Prior reviews of effec... Read More about A systematic review of the effectiveness of reading comprehension interventions in the South African multilingual context.

Drawing on community knowledge to engage diverse communities with their children's learning (2023)
Presentation / Conference
Carter, J. (2023, May). Drawing on community knowledge to engage diverse communities with their children's learning. Presented at Strengthening Citizenship Education in Times of Conflict, Madrid

Minoritsed groups are not always comfortable engaging with schools through the traditional approaches used (Moll et al., 1992). Without the engagement and inclusion of all groups, mistrust and conflict is given the space to grow. We also know that be... Read More about Drawing on community knowledge to engage diverse communities with their children's learning.

Vocabulary development (2023)
Book Chapter
Carter, J. (2023). Vocabulary development. In D. Waugh, W. Jolliffe, & K. Allott (Eds.), Primary English for Trainee Teachers (47 to 66). (4). London: SAGE Publications (UK and US)

The chapter focuses on the importance of vocabulary knowledge in both the teaching and learning of reading and writing. It provides the theory that underpins practice, curriculum links, case studies and practical ideas for teaching. The book is a g... Read More about Vocabulary development.

Somali 'influencers' in and beyond a school community using funds of knowledge to influence family and children's reading engagement (2022)
Journal Article
Carter, J., Mohammad, H., & Aidid, F. (2022). Somali 'influencers' in and beyond a school community using funds of knowledge to influence family and children's reading engagement. Educational Futures, 13(2),

Identifying approaches to enable traditionally ‘hard to reach’ children and families engage with book choice, book sharing and reading, has been an area for research and development for some years. Ensuring families have access to books is an essenti... Read More about Somali 'influencers' in and beyond a school community using funds of knowledge to influence family and children's reading engagement.

Using community ‘influencers’ to spread the message about book browsing, borrowing and chatting: “I don’t know why we didn’t do this before!” (2022)
Journal Article
Carter, J. (2022). Using community ‘influencers’ to spread the message about book browsing, borrowing and chatting: “I don’t know why we didn’t do this before!”. UKLA English 4-11, 6 - 9

This article reports on a collaborative project between a school, the University of the West of England and Community Researchers seeking to reach into the community to encourage family engagement with the school library through the use of school and... Read More about Using community ‘influencers’ to spread the message about book browsing, borrowing and chatting: “I don’t know why we didn’t do this before!”.

Vocabulary Development (2020)
Book Chapter
Carter, J. (2020). Vocabulary Development. In Primary English for Trainee Teachers (41-60). (3rd Edition). London: SAGE Publications

Approaches to supporting the development of vocabulary learning in primary classrooms

The assessment has become the curriculum: Teachers’ views on the Phonics Screening Check in England (2020)
Journal Article
Carter, J. (2020). The assessment has become the curriculum: Teachers’ views on the Phonics Screening Check in England. British Educational Research Journal, 46(3), 593-609. https://doi.org/10.1002/berj.3598

The Phonics Screening Check (PSC) was introduced in England in 2012 for Year 1 children (aged 5 and 6). There have been criticisms of the check in relation to its reliability and appropriateness as an assessment for early reading, although advocates... Read More about The assessment has become the curriculum: Teachers’ views on the Phonics Screening Check in England.

Open the door for reading (2019)
Report
Carter, J. (2019). Open the door for reading. European Union

The Erasmus Plus Project, 'Open the Door for Reading' involved four European cities. Together, approaches and strategies for supporting families with early reading were explored and shared. This manual is the outcome of this project.

Listening to the voices of children: an illuminative evaluation of the teaching of early reading in the light of the phonics screening check (2019)
Journal Article
Carter, J. (2020). Listening to the voices of children: an illuminative evaluation of the teaching of early reading in the light of the phonics screening check. Literacy, 54(1), 49-57. https://doi.org/10.1111/lit.12187

© 2019 John Wiley & Sons, Ltd. The phonics screening check (PSC) was introduced in England in 2012 for children in Year 1. There have been criticisms in relation to its reliability and appropriateness as an assessment tool for early reading althoug... Read More about Listening to the voices of children: an illuminative evaluation of the teaching of early reading in the light of the phonics screening check.

Curious teachers, create curious learners and great historians (2018)
Journal Article
Carter, J., Whitehouse, S., & Vickers-Hulse, K. (2018). Curious teachers, create curious learners and great historians. Education 3-13, 46(6), 648-660. https://doi.org/10.1080/03004279.2018.1483800

© 2018, © 2018 ASPE. Engel, S.[2011. “Children’s Need to Know: Curiosity in Schools.” Harvard Educational Review 81 (4): 625–645] stated that curiosity should be cultivated in our schools as it is intrinsic to children’s development. However, this is... Read More about Curious teachers, create curious learners and great historians.

Chapter 3 Vocabulary Development (2017)
Book Chapter
Carter, J. (2017). Chapter 3 Vocabulary Development. In D. Waugh, W. Joliffe, & K. Allott (Eds.), Primary English for Trainee Teachers (42-61). 2017: Learning Matters Sage

Approaches to supporting the development of vocabulary learning in primary classrooms

Lessons in Teaching Phonics in Primary Schools (2015)
Book
Waugh, D., Carter, J., & Desmond, C. (2015). Lessons in Teaching Phonics in Primary Schools. SAGE Publications

This book is designed to support student teachers and in-service teachers with the teaching of phonics as an approach to the teaching of early reading. It provide essential subject knowledge as well as practical support.