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Our research aims to improve literacy attitudes, habits and skills by informing policy and practice. We use a variety of approaches. Our extensive survey work provides a platform for the views of children, young people, their parents and literacy practitioners. We also conduct literature reviews that provide evidence of effective practices, and evaluate the impact of our own projects.
Source Description Date
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Christina Clark
Britain's Next Top Model: Role models and their impact on literacy
Forming the basis for a subesequent survey of young people and their role models, this brief paper outlines the available research on the impact of role models on young people's literacy. 29 Apr 2008 -
Christina Clark
Why Families Matter to Literacy
A brief research overview of the literature on the importance of involving parents in their children's literacy 28 Nov 2007 -
Christina Clark and Kate Rumbold
Reading for Pleasure: A research overview
This paper explores reading for pleasure, its importance, and its impact on literacy attainment and other outcomes. It aims to further our understanding of the value of reading for pleasure and to provide information that will enable parents, teachers and 10 Nov 2006 -
Robin Close
Parental Involvement and Literacy Achievement
This review considers published evidence on parental involvement for children from birth to the age of 16. The review and recommendations given by the National Literacy Trust would interest anyone concerned with issues involving parental influences in the 1 May 2005
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Viv Bird and Rodie Akerman
Every Which Way We Can: A literacy and social inclusion position paper
This position paper is based on our findings two years into a three-year project on literacy and social inclusion. The purpose of the paper is to review the evidence gathered and to provide a resource for those concerned with issues in this field 1 Feb 2005
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Robin Close
Television and Early Language Development
This literature review investigates the relationship between television and language development in children from birth to age five. 1 Apr 2004
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