New literacy and language journal club

We are excited to have a new journal club at the IoE, University of Reading, dedicated to language and literacy development and difficulties. Once a month, we’ll read a recent journal article and discuss it over coffee (and hopefully doughnuts). Members of our journal club will be IoE academic staff and postgraduate research students interested in this area. Our first meeting was in November 2018 and we hope to post summaries of our discussions here. Watch this space!

a book cup of coffee and flavoured donut on square white ceramic bowl
Research article, coffee and a doughnut – what could be better?

Papers we have read so-far:

Puglisi, M. L., Hulme, C., Hamilton, L. G., & Snowling, M. J. (2017). The home literacy environment is a correlate, but perhaps not a cause, of variations in children’s language and literacy development. Scientific Studies of Reading21(6), 498-514.

Wright, T. S., & Cervetti, G. N. (2017). A systematic review of the research on vocabulary instruction that impacts text comprehension. Reading Research Quarterly52(2), 203-226.

Yamashita, J., & Shiotsu, T. (2015). Comprehension and knowledge components that predict L2 reading: A latent-trait approach. Applied linguistics38(1), 43-67.

Pagan, A., Bird, M., Hsiao, Y., & Nation, K. (2019). Both semantic diversity and frequency influence children’s sentence reading.

van Bergen, E., Snowling, M. J., de Zeeuw, E. L., van Beijsterveldt, C. E., Dolan, C. V., & Boomsma, D. I. (2018). Why do children read more? The influence of reading ability on voluntary reading practices. Journal of Child Psychology and Psychiatry, 59(11), 1205-1214.

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