Literacy Winner 2013 Hazel Lawson with Jesicca Davis of Wiley Blackwell
Journal or Research in Reading Winner 2013 Maryse Bianco with Jesicca Davis of Wiley Blackwell
Winners announced of the UKLA /Wiley-Blackwell Research in Literacy Education Award 2013.
This is an important and prestigious prize that is awarded each year to one paper in each of UKLA’s journals, Journal of Research in Reading and Literacy. Editors of both journals, in liaison with members of their boards, submit papers to a panel, who read all of the papers and decide on the winners. A list of the shortlisted papers can be found on the UKLA website www.ukla.org .
This year, the panel found the quality of all submissions to be high and congratulate all authors of the shortlisted papers on their achievement. It was, therefore, a challenging process for the panel but, ultimately, the following papers were deemed to be outstanding and worthy of this year’s award:
Journal of Research in Reading
Bianco, M., Pellenq, C., Lambert, E., Bressoux, P., Lima, L., & Doyen, A.-L. (2012). Impact of early code-skill and oral-comprehension training on reading achievement in first grade. Journal of Research in Reading, 35 (4) 427-455.
The panel felt that this was an excellent paper, reporting on a three year study which examined the relationships between oral language development, early training and reading acquisition, using word-identification and reading- comprehension tests administered to a sample of 687 French children. The paper is written in clear and accessible way, with a very well sign-posted argument. The study demonstrates that code skills, while crucial at the beginning of the reading process, also interact with other broader language skills in early childhood. The study, therefore, makes a significant contribution to thinking about policy and strategy in the early years of schooling, emphasising the need to ensure that oral language skills and comprehension are developed alongside early decoding skills.
Lawson, H., Layton,L., Goldbart, J., Lacey,P., Miller,C. 2012. Conceptualisations of literacy and literacy practices for children with severe learning difficulties. Literacy 46(2): 101-8.
The panel enjoyed this paper because it presents a well-argued and cogent challenge to established practices in relation to children with severe learning difficulties (SLD) and argues that children with SLD, many of whom are unlikely to develop ‘conventional’ literacy skills, need access to a curriculum that draws on broader conceptions of literacy, which encompass multimodal forms of communication. Drawing on a study across 35 schools, which involved observations of 122 lessons and 128 interviews with teachers and other professionals, the research team concluded that there is a need to establish broader and more inclusive concepts of literacy as a social practice when working with children with SLD. The paper has significant implications for policy and practice in this area.
UKLA would like to thank the panel very much for their work on selecting these papers and the panel members this year were: Jackie Marsh (chair); Clare Dowdall; Lynda Graham; Christine Hall; Colin Harrison; Anny Northcote; Wayne Tennant
We would also like to thank the continued generosity of Wiley- Blackwell for supporting this important award.