Events

Dr Danielle Colenbrander (University of Bristol) Abstract In this study, the effectiveness of a morphological instruction method called Structured Word Inquiry (Bowers & Kirby, 2010) was compared to a comparison training programme in which children were taught word meanings and reading comprehension strategies (Motivated Reading). Two-hundred and seventy children in Years 3 and 5 took…

Dr Sarah Greenhow and Dr Julie Shaw (both Liverpool John Moores University) Abstract It has long been acknowledged that outcomes for looked-after children compare unfavourably with children in the general population in the UK. More particularly, children in care are at risk of both criminalisation and victimisation resulting in a consequent diminution of their life chances….

Key findings and reflections from previous studies and potential directions for future research Dr Paula Clarke (University of Leeds) Abstract The importance of oral language skills for successful reading comprehension is well known and there is evidence from longitudinal and intervention research to support this link. What is less well understood is how best to…

Dr Pamela Graham (Northumbria University) Abstract The issue of poor nutrition and inactivity amongst children during the school holidays has received increased attention in recent years. This has prompted a rapid rollout of holiday clubs in many school and community venues throughout the UK, which aim to provide children and families with meals and activities…

Dr Judith Hebron (University of Leeds) Abstract High prevalence levels of mental health difficulties are increasingly being recognised among young people with autism, with a number of studies highlighting anxiety and depression as particular concerns. In addition, research consistently finds that students with autism are more vulnerable to bullying (victimisation) than their peers. As being…