Literacy & Numeracy

  • McMurray, S. and McVeigh, C. (2014) The Case for Frequency Sensitivity in Orthographic Learning

    This paper positions the importance of frequency sensitivity in the development of orthographic knowledge throughout childhood and promotes learning to […]

  • McMurray, S. et al (2016) An innovative model for professional development

    This paper considers an innovative model of continuing professional development in addressing the needs of children with literacy difficulties, namely the Special […]

  • McMurray, S. and Thompson., R. (2016) Issues in Inclusion and Individual Learning Needs Learning to Read

    For many lower ability children, inclusion in the mainstream setting does not guarantee that that their individual needs will be met. With […]

  • McMurray, S. et al (2018) Quality assurance issues in the teacher-based assessment of students with literacy difficulties for examination access arrangements

    This paper considers two major concerns centring on the Joint Council for Qualifications (JCQ) regulations for access arrangement and reasonable adjustments and […]

  • Dunn, J. & Sweeney, T., (2018) Writing and iPads in the early years: Perspectives from within the classroom

    Writing is a complex and effortful activity and recent surveys indicate that fewer children are enjoying writing or engaging in […]

  • Dunn, J. (2015) Insiders’ perspectives: a children’s rights approach to involving children in advising on adult-initiated research

    Consulting with children is widely recognised as an essential element in building understanding about children’s lives. From a children’s rights […]

CREU (2020) Educational Underachievement in Northern Ireland: Evidence Summary

CREU (2020) Educational Underachievement in Northern Ireland: Evidence Summary

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Purdy et al (2019), “Too Little, Too Late: The views of parents/carers on their child’s experiences of the Special Educational Needs (SEN) process in mainstream schools”

Purdy et al (2019), “Too Little, Too Late: The views of parents/carers on their child’s experiences of the Special Educational Needs (SEN) process in mainstream schools”

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Walsh, G. (2019) ‘It’s teaching … but not as we know it’: using participatory learning theories to resolve the dilemma of teaching in play-based practice

Walsh, G. (2019) ‘It’s teaching … but not as we know it’: using participatory learning theories to resolve the dilemma of teaching in play-based practice

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