Workshop: Language, Literacy and Learning in EAL children

On 21st March 2018 we hosted another successful research to practice event for teachers and education practitioners working with children who speak English as an additional language.

The event focused on four areas of research and practice with EAL children:
• Policy (Emily Waddilove and Naomi Flynn)
• Assessment (Katherine Solomon and Claudine BowyerCrane)
• Vocabulary, language and literacy (Kay Clarke and Holly Joseph)
• Home language and literacy (Jamie Earnshaw and Hamish Chalmers)

All slides are available here 

The first part of the afternoon consisted of presentations on all four areas from academics, policy makers, and expert practitioners. For the second part of the afternoon attendees attended a marketplace forum to find out more about research, practice and policy in relation to EAL children. We had representatives from The Young Interpreter SchemeBilingualism Matters, the Centre for Literacy and Multilingualism, NALDIC, and many more.

Thank you to all our wonderful speakers and presenters for a great day!

This slideshow requires JavaScript.

Advertisements

Does using a special font help children with dyslexia to read more fluently?

Holly Joseph and Daisy Powell, Associate Professors at University of Reading

pexels-photo.jpg

Who wouldn’t love a miracle cure for dyslexia and other learning difficulties faced by thousands of children everyday? In recent years, a number of specialist fonts have been developed which claim to help people with dyslexia to read more easily and fluently. The main idea is that by increasing space between letters and designing letters that are distinctive in terms of their height and shape, letters will be less confusable (for example letters such as b and d which are identical when reversed) and therefore reading can progress more easily. Sounds plausible, doesn’t it?

OpenDyslexic3Regular-sample.svg_-300x115

Well, perhaps not. Many researchers argue that focusing on letter form is missing the point. There is now a large body of research that supports the view that for most people with dyslexia, their core difficulty lies in their phonological skills, and in learning the relationships between letters and the sounds they represent. This can prevent young readers learning to alphabetically decode, or “sound out” words, a skill essential for independent reading. This means that the most effective form of remediation for those with dyslexia lies in a targeted phonics-based intervention. This is not an easy answer, and as many people with dyslexia and those supporting them will testify, such interventions are hard work, often frustrating, and take time. It is tempting to think that changing a font, or using coloured overlays, can provide immediate relief but sadly it is usually not that simple.

A number of studies have shown that while increasing spacing between letters can help some people with dyslexia to read more quickly, the font itself is not important (see recent TES article for a comprehensive and accessible summary), and so it is not worthwhile investing in an expensive specialist font when it is easy to increase spacing in any standard font. We know that resources are more stretched than ever in schools at the moment, so using existing evidence-based phonics interventions is a sensible first step. Fonts may be appealing but the evidence shows that they are not the answer if we want to do our best by struggling readers.

Our first research into practice event!

This slideshow requires JavaScript.

 

Thank you to everyone who came and made our first ‘research into practice event’ on 26 May 2016 such a success! The event brought together practitioners and researchers interested in EAL, reading development and primary languages, with a keynote speech by Professor Victoria Murphy (University of Oxford) on the latest research on EAL children’s vocabulary and literacy development. Delegates found it inspiring to  hear what research goes on at the University of Reading, and they appreciated the chance to reflect on research-informed teaching and to forge new partnerships between the university and schools. Some of the presentations are available for download via our workshop and materials page; we will add more as we receive them. 

If you attended the workshop and did not get round to filling in the short feedback form, we would really appreciate it if you could do it now by clicking here. Please do also leave feedback in the comments section below – this means that other people can see and respond to your thoughts and it would be great to use the space below for exchanging ideas and discussion.  If you’d like to take part in our research or to contact us about anything else, please click here. We’d love to hear from you! Thank you! 

 

 

Language(s) and Literacy at Primary: A Free Research into Practice Event

Free CPD workshop on Thursday 26th May 2016, Institute of Education, University of Reading:

We are would like to warmly invite teachers and local authority staff to our first “Research-into-Practice” event (free of charge), which brings together practitioners and researchers interested in primary school children’s language and literacy development. The event presents a great chance to hear about what is going on at Reading, to reflect on research-informed teaching and to forge new research partnerships between the university and schools. To find out more about this event, download a flyer and register, please click here.