Outputs (13)

Preservice teachers learning to teach reading using one-to-one tutoring: Does learning 'stick' for tutees and tutors? (2025)
Journal Article

Teaching reading is a key element of initial teacher education programmes in England. This study contributes to the research about the most effective way to ensure preservice teachers have the necessary skills and knowledge to teach reading. One-to-o... Read More about Preservice teachers learning to teach reading using one-to-one tutoring: Does learning 'stick' for tutees and tutors?.

Preservice teachers learning to teach reading using one-to-one tutoring: Does learning ‘stick’ for tutees and tutors? (2024)
Journal Article

Teaching reading is a key element of initial teacher education programmes in England. This study contributes to the research about the most effective way to ensure preservice teachers have the necessary skills and knowledge to teach reading. One-to-o... Read More about Preservice teachers learning to teach reading using one-to-one tutoring: Does learning ‘stick’ for tutees and tutors?.

Traces of tolerance in European history: A student-oriented and educational approach (2024)
Report

This chapter and working group report is part of the outcomes of an Erasmus Plus funded project: Citizenship Education in the Context of European Values.
The teacher support materials found in this book are based on the work of an interdisciplinary... Read More about Traces of tolerance in European history: A student-oriented and educational approach.

Reading for Science: The use of scientific literary materials in primary schools (2024)
Presentation / Conference Contribution

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

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 Contribution

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

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

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

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

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

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.

Lessons in Teaching Phonics in Primary Schools (2015)
Book

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.

Learning and teaching children´s literature in Europe (2012)
Report

This project is a two-year investigation into the learning and teaching of children’s literature in Europe, undertaken by the University of the West of England (UK), the University of Akureyri (Iceland), Gazi University (Turkey) and the University... Read More about Learning and teaching children´s literature in Europe.