Claire Pillinger received her BSc (Hons) in Psychology from Coventry University in 2011 and in 2012 received Distinction for her PgCert in Reading Development from Coventry University. She has worked as a Research Assistant for the Faculty Research Centre for Psychology Behaviour and Achievement since 201. Claire’s main research interests are concerned with understanding factors influencing reading development, dialogic reading and parental involvement in children’s literacy.
- Wood, C., Pillinger, C., and Jackson, E. (2010) 'Understanding the nature and impact of young readers' literacy interactions with talking books and during adult reading support'. Computers and Education 54 (1), 190-198.
- Pillinger, C., and Wood, C. (2014) 'Pilot study evaluating the impact of dialogic reading and shared reading at transition to primary school: early literacy skills and parental attitudes'. Literacy 48 (3).
- Pillinger, C., and Wood, C. (2013) 'A small-scale comparison of the relative impact of dialogic and regular reading with an adult male on boys’ literacy skills'. Journal of Early Childhood Literacy.
- Evaluation of Teaching Assistant Based Small Group Support for Literacy: Evaluation of the impact of technology based reading activities in KS1
- Chatterbooks (Education Endowment Foundation): To fund an 18 month project evaluating and extending the Reading Agency’s Chatterbooks reading groups as a mechanism for raising reading achievement in underachieving secondary school pupils
- Pre-school screening for literacy difficulties: A new test of speech rhythm sensitivity: This project investigates whether pre-school, pre-literate sensitivity to speech rhythm is predictive of early reading development.
- UKLA Research Grant: Evaluating the impact of dialogic reading techniques on early literacy skills and parental attitudes to joint storybook reading
- Thriftwood School: To pilot literacy interventions for children with complex needs
- Nuffield Foundation Research and Innovation Grant: To investigate the interrelationships between grammatical development and text messaging