UKLA Research Reports

UKLA has carried out some important and influential research in literacy, particularly in collaboration with key educational organisations. Some of these have been published and can be obtained from UKLA, including:

UKLA/QCA

More than Words 1: multimodal texts in the classroom (2004) London: QCA a study of the ways in which pupils and teachers work with image and word in non-fiction presented as a series of case studies with annotated children’s texts. 

Available free with £1.10 p&p click here to order your free copy [link to order form]

More than Words 2: Creating stories on page and screen (2005) London: QCA: a follow-up study in similar form to More than Words 1 focusing on narrative on paper and as screen-based presentations.

Available free while stocks last with £1.10 p&p click here to order your free copy [link to order form]

Reading on Screen (2007) Leicester: UKLA: a closer look at pupils’ on-screen reading practices from age 3 – 16 at home and at school with case study examples of practice and discussion of implications for future teaching.

Available from the online bookshop

UKLA/PNS

Raising Boys’ Achievements in Writing (2004) Reading: PNS:  an influential research study carried out in three local authorities using digital texts and/or drama to stimulate boys’ writing. Available free with £1.10 p&p - order your free copy

With the agreement of the British Film Institute:

Moving Literacy On: Evaluation Report on the British Film Institute Lead Practitioner Scheme for Moving Image Media Literacy (2008) Jackie Marsh and Eve Bearne: this evaluative study was carried out with 35 Local Authorities involved in the BFI lead practitioners’ scheme for promoting good practice in moving image media education. The report includes an Appendix with guidance for Local Authorities who want to carry out their own project.  Available from the online bookshop

In response to:

The Rose Review of Reading:
Submission to the Review of Best Practice in the Teaching of Early Reading (2006): with contributions from many UKLA members and officers, this review document constitutes not only a response to the Rose Review but a summary of current research and theory in teaching reading.

The Byron Review