نتائج البحث

Teaching phonics and reading effectively: ‘A balancing act’ for teachers, policy makers and researchers

• Authors : Wyse, D; Bradbury, A

Subjects: balanced instruction; phonics; reading

• Source: Review of Education , 11 (3) , Article e3429. (2023)

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The link between completing Reading Recovery and performance on a phonics screening check

• Authors : Harmey, Sinead; Anders, Jake

Subjects: Iteracy; intervention; phonics

• Source: Journal of Education for Students Placed at Risk (2023) (In press).

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Do family learning phonics courses improve parents’ reading-related skills and ability to support their children’s reading?

• Authors : Hulme, RC; Webber, CE; Fox, AC

Subjects: Child literacy; family learning; parent literacy

• Source: Journal of Research in Reading (2022) (In press).

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The impact of the Phonics Screening Check on grouping by ability: a 'necessary evil' amid the policy storm

• Authors : Bradbury, A

Subjects: Assessment; ability grouping; early years

• Source: British Educational Research Journal , 44 (4) pp. 539-556. (2018)

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Reading wars or reading reconciliation? A critical examination of robust research evidence, curriculum policy and teachers' practices for teaching phonics and reading

• Authors : Wyse, Dominic; Bradbury, Alice

• Source: Review of Education , 10 (1) , Article e3314. (2022)

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What do five- and six-year-old pupils think reading is? Exploring perceptions of reading among children learning to read using systematic synthetic phonics

• Authors : Newhouse, Jeannie

• Source: Doctoral thesis, UCL (University College London).

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More than phonics: Visual imagery and flashcard interventions for bilingual learners with spelling difficulties

• Authors : Niolaki, Georgia; Terzolpoulos, Aris; Masterson, Jackie

Subjects: Visual imagery; flashcards; interventions

• Source: Patoss Bulletin , Winter pp. 14-25. (2021)

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The use of the Phonics Screening Check in Year 2: The views of Year 2 teachers and headteachers

• Authors : Bradbury, A

• Source: (HHPC Working Papers 1). Helen Hamlyn Centre for Pedagogy, UCL Institute of Education: London, UK. (2020)

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Current practice in using a system of phonics with post-16 learners

• Authors : Moss, G; Duncan, S; Harmey, S

• Source: Education and Training Foundation: London, UK.

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Examining the effects of Structured Word Inquiry on the reading and spelling skills of persistently poor Grade 3 readers

• Authors : Georgiou, GK; Savage, R; Dunn, K

Subjects: intervention; morphological awareness; phonics

• Source: Journal of Research in Reading , 44 (1) pp. 131-153. (2021)

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