Background: In the last two decades, a number of empirical studies investigated the impact of UK-based interventions for struggling readers in later primary years (called Key Stage 2 or KS2 in the UK). However, to date, there are no reviews that look at the extent and nature of the existing UK-based literature. This scoping review explores the…

Background: Reading to Dogs (RTD) interventions have become increasingly prevalent in UK primary schools. However, there is a need for research examining teachers' perspectives on RTD, as this could be key in influencing the uptake and adherence to school RTD interventions. Purpose: This study sought to examine primary school teachers' views of…

Literacy levels for children leaving primary school, internationally, remain a cause for concern. There is a limited evidence base for whole school reading programmes and resources in the first two years of primary school compared to studies of interventions for children with reading difficulties. This study used a longitudinal randomised control…

Statistics relating to special schools indicate very low rates of basic literacy. However, there is very little information available regarding typical instruction in these settings and, therefore, no clear picture of the potential barriers precluding the improvement of reading skills in special schools. The current paper investigated current…

Since March 2020, the National Literacy Trust (NLT) has explored the various benefits of audiobooks for children and young people, from building comprehension skills to sharing stories across generations. Time and again, two key themes have arisen: the power of audio to engage reluctant readers, and the role of audiobooks in promoting and…

In literature which discusses the Theory of Mind (ToM) of deaf children, the lens is usually focused on the child. Here, the lens is directed toward the practitioners and the potential they have to support the development of ToM. In considering a practice-focused approach, we report on the strategies used by five educators of five deaf children…

After briefly reviewing how reading is conceptualised in the "Progress in International Reading Literacy Study" and the English National Curriculum, this article examines two unofficial reading activities in a class of 10-11-year-olds' to see how far these activities match up with the official definitions of reading, or whether they…

In July 2012 the National Literacy Trust were commissioned by Oxfordshire County Council to deliver the Oxfordshire Reading Campaign, a two-year initiative targeting Oxfordshire primary schools and the wider community, with the aim of substantially improving reading levels at Key Stage 1 and to increase the number of pupils reaching level 2b+.…

Dialogic Reading (DR) is a form of interactive shared book reading which promotes children's active participation in reading. Previous studies have demonstrated that DR positively affects young children's literacy development. This small-scale study extends existing DR research to all-male dyads to examine whether DR has a greater impact on boys'…

There is now a strong evidence base from theory and research providing a "template" to inform practice at Wave 2, guiding the design and implementation of time-limited effective early intervention programmes for pupils identified as "at risk" of reading difficulties following initial literacy instruction (Rose, 2009). In…

For the first time, a pan-European study offers a comprehensive picture of reading literacy and identifies some of the key factors impacting on the acquisition of reading skills for 3-15 year olds. It addresses four key topics: teaching approaches, tackling reading difficulties, teacher education and the promotion of reading outside school. It…

Background: Paired reading (PR) is an application of peer tutoring. It has been extensively researched, and its efficacy across a range of outcomes has been established. Benefits include improvements in key reading skills, and also in affective aspects of learning. Several studies have shown gains in self-esteem, although measurement methods have…

One of the key requirements of the Common Core State Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. By the time they complete the core, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found…

An account is given of a new research project that is concerned with examining the problems encountered by some young blind children as they learn to read braille. The research to be conducted will look at various developmental and learning theories that are used to explain the reading difficulties of sighted readers, with a view to ascertaining…

Describes how five and six year olds responded to and appropriated aspects of the National Literacy Strategy (NLS). Outlines how the children displayed increasing literacy and collaborative skills while working with consonant blends, alphabetical order, and spelling. Concludes NLS is not the whole story in regards to learning about literacy. (PM)