FOCUS OF OUR RESEARCH
Our research links theoretical perspectives of learning to read and write with more practical intervention work. Literacy skills underpin all areas of the curriculum and it is essential that children are enabled to achieve all that they can in primary school, in order to unlock their potential across the curriculum at secondary school. To that end we focus on a range of different themes, including:
- The difficulties shown by children with dyslexia,
- Oral language impairments or hearing impairments;
- The role of technology and digital media in literacy;
- The role of motivation and self-esteem in reading progress;
- The links between spoken language skills and literacy development. In this final case, we are interested how understanding of the sounds, rhythms and structures of spoken language can help children develop their written language.
Much of our research focuses on literacy interventions, often working closely with partners such as the Educational Endowment Foundation, the Reading Agency or the National Literacy Trust to assess ‘real world’ programmes. This work is backed up with our theoretically oriented work focusing on the role of oral language skills and personality factors in reading development and difficulties.
- Reading and home education: a questionnaire study
- Curious Stories
- What works in supporting children with Special Educational Needs in the classroom? A literature review and teacher survey
- BiLex: A Psycholinguistic Database for Bilingual Children
- Literacy development: a review of the evidence
- Small Group Reading Support
- An evaluation of a digital reading intervention for beginning readers
- A new spelling test for primary school children
- How does diagnosis of dyslexia impact on identity, self-belief and reading progress in children and adults?
- Influences on and Impact of Mathematical Resilience in Year 1 Children
- Morphology, phonology and literacy in primary years: Evidence from eye-movements and dynamic assessments.
- Prosody, Morphology, Phonology and Multisyllabic Word Reading
- The Coventry and Warwick Morphology and Phonology Project
- Evaluating the value-added impact of teaching assistant-based reading programmes
- Evaluating extra curricular 'reading group' approaches to improving reading
- Pre-school screening for literacy difficulties: A new test of speech rhythm sensitivity
- Mercer project - Chatterbooks
- Beyond Booked Up
- Hearing, Speech and Literacy
We hold regular public engagement events, particularly for teachers and educational practitioners. If you would like to receive information about these, please email Emma Vardy.