Literacy/English | Centre for the Use of Research & Evidence in Education (CUREE)

Key Stage 4 literacy programme: is it improving written examination responses in English examinations?

Aim: The project aims to investigate whether or not a specifically designed literacy programme for Key stage 4 students was having any impact on the quality of their written responses in English examinations.

Taking your mind for a walk - Why story time is valuable

Aim: To investigate the impact of hearing high-quality stories on Year 2 childrens writing. In particular to look for literary and other echoes, examine childrens views of story times, compare the impact of stories heard in story times with those studied in Literacy sessions as big books, investigate the presentation and style of different stories to see whether these also had an impact; and examine whether story times helped children develop their vocabulary.

An Examination into the Effectiveness of Different Reading Strategies at Key Stage 3

Aim: To investigate the teaching of reading in a secondary school by changing the practice of daily silent reading to paired support reading.

Using role-play to improve nursery children's language

Aim: To find the best ways of using role-play to improve nursery childrens language.

History Mysteries: History, Literacy and ICT at Key Stages 1 and 2

Aim: The aim of this project was to investigate whether effective reading by children and enactment of the stories would improve and sustain childrens writing and their learning of history.This action research project involved a mixed ability Year 4 class of 28 children. The research was in two phases. In the second phase, the year 4 children worked with all the children in year 2. The class teacher, who was the history coordinator, was supported by a teaching assistant and other staff in the school. Parents joined in with some of the activities.

The Effectiveness of Teachers' Use of Non-literal Language in the Classroom

Aim: To raise teachers awareness of their use of non-literal language such as simile, metaphor and idiom, and to develop their ability to ensure pupils understanding of it.

Improving written vocabulary through paired spelling

Aim: To investigate paired spelling as a means of improving written vocabulary.

Is there truly a shirt of happiness or not? Developing thinking through a Community of Enquiry approach.

Aim: To consider whether a Community of Enquiry approach would improve the ability of Y5 and 6 pupils to discuss issues arising from texts by asking relevant questions. Individual teachers were keen to: Develop written responses to comprehension texts; or Improve the quality of questioning and discussion.

Use of drama and story telling techniques to improve writing at KS2, with an emphasis on boys' achievement

Aim: To investigate strategies for helping KS2 pupils, particularly boys, to overcome barriers to writing. In particular to explore whether: Using drama and storytelling techniques can enable pupils to bridge the gap between what is spoken and what is written; A range of oral communications skills including persuasion, description and narrative can be transferred to the written form through shared and tiered writing sessions; and The existing influence of T.V. and video viewing can promote the transfer visual images into the pupils writing.

Effective teaching to raise boys' literacy learning and achievement

Aim: The research aimed to find out whether and how oral, interactive approaches to literacy might engage underachieving Year Four and Year Five boys in school literacy learning within the context of whole class teaching.