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All Outputs (26)

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?.

The pleasure of reading against: Embedding lifelong critical literacy from picturebooks to social media (2024)
Book Chapter

In almost all children’s literature somebody lies. Harry Potter is told by the Dursleys that his parents died in a car accident, Lyra believes Lord Asriel to be her uncle, and countless narrators in picturebooks contradict, at some level, the images... Read More about The pleasure of reading against: Embedding lifelong critical literacy from picturebooks to social media.

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.

‘It's like a compass which I use to find direction’: Findings and learning from an evaluation of an App designed to support the teaching of reading comprehension in rural and township schools in South Africa (2024)
Journal Article

South Africa has low literacy levels and teachers face multiple challenges in their endeavours to elevate levels of literacy. This is especially prevalent in rural and township schools where teachers face the additional challenges of isolation, limit... Read More about ‘It's like a compass which I use to find direction’: Findings and learning from an evaluation of an App designed to support the teaching of reading comprehension in rural and township schools in South Africa.

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!”.

Supporting preservice teachers to become informed teachers of reading through one-to-one tutoring in an English initial teacher education setting (2021)
Journal Article

Training preservice teachers as teachers of reading is a complex task, as is reading itself. Preservice teachers need to understand the theory that underpins practice; the cognitive skills and knowledge required to read and the contextual factors tha... Read More about Supporting preservice teachers to become informed teachers of reading through one-to-one tutoring in an English initial teacher education setting.

Adapting one-to-one reading support for children during Covid-19 school closures BERA SGF report August 2021 (2021)
Report

Learning to read is considered a key priority in primary schools, but when Covid-19 forced school closures from March to July 2020 new approaches to teaching reading needed to be developed. This study
considers three sets of data gathered from schoo... Read More about Adapting one-to-one reading support for children during Covid-19 school closures BERA SGF report August 2021.

Difference as an essential teacher in a Them-Us international context: Pre-service teachers’ reflections on a university township teaching project (2021)
Journal Article

This article explores data from a group of British pre-service teachers (PST) following a teaching programme in South Africa. Their reflections are analysed in relation to assertions that such intercultural programmes do little to change hegemonic be... Read More about Difference as an essential teacher in a Them-Us international context: Pre-service teachers’ reflections on a university township teaching project.

Vocabulary Development (2020)
Book Chapter

Approaches to supporting the development of vocabulary learning in primary classrooms

Open the door for reading (2019)
Report

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.