Research and Practice Library
The articles and resources in our Research and Practice Library form a contemporary evidence base for the teaching and learning of reading and viewing; writing and representing; speaking and listening.
Click on the tabs below to filter the collection via Category. You can also use the Tag Cloud below to explore the collection via keywords.
Explore articles and resources from the collection with a Curriculum focus:
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Explore articles and resources from the collection with a Policy focus:
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Explore articles and resources from the collection with a Pedagogy focus:
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Explore articles and resources from the collection with a Reading focus:
Stereotypes Impact Reading Outcomes-Study
The Educator November 30, 2020 This article discusses a study carried out by Associate Professor Laura Scholes, Barbara Comber and Nerida Spina . The study challenges the belief that boys choose to read mainly non-fiction texts and that this has changed since the…
What’s your system? Thinking about what we mean by being ‘systematic’ in our teaching about letter-sound relationships in context.
Jessica Mantei and Lisa Kervin, ALEA Practically Primary, Vol 24, No2, 2019. In this article, published in ALEA’s Practically Primary, Jessica Mantei and Lisa Kervin explore the many ways teachers can be ‘systematic’ in their assessment and teaching of phonics. They…
Teaching Decisions That Bring the Conditions of Learning to Life
Debra Crouch and Dr Brian Cambourne Richard Owen, 2020. The authors have collaborated to discuss the eight Conditions of Learning that Brian has been describing for teachers for quite some time. They also discuss the importance of the Four Processes that Enable…
The Critical Story of the “Science of Reading” and Why Its Narrow Plotline Is Putting Our Children and Schools at Risk
NCTE 24 October 2020 by Dorothy C. Suskind There is a critical story behind “the science of reading,” one whose players and plotlines have been misconstrued by political agendas. As a former classroom teacher and reading specialist and current literacy professor,…
What Really Matters When Working with Struggling Readers
Richard Allington: Reading Teacher Vol. 66 Issue 7 pp 520-530 International Reading Association 2013 This article argues that we have a research base demonstrating that ‘virtually’ every child could be reading at grade level by the end of first grade. The author links…
New article: 10 Things Every Educator Should Know About Research
Nell K. Duke and Nicole M. Martin The Reading Teacher Vol. 65 Issue 1 pp. 9–22 DOI:10.1598/RT.65.1.2 International Reading Association (now International Literacy Association) Free Access “Research-based,” “research-proven,” “scientifically based”—in the reading world…
Explore articles and resources from the collection with a Writing focus:
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