Learning to read: from biology to culture via cognition
I’m used to thinking about time in two different ways in my research. One type of time is developmental timeRead more.
What is semantic diversity, and how might it support children’s reading?
We’ve been thinking a lot about semantic diversity lately and how it might relate to children’s reading development. We invitedRead more.
Bullying and Mental Health
Our latest research-practice Partner event was themed around mental health and well-being. Lucy Bowes discussed some of her work onRead more.
And the Oxford Children’s Word of the Year 2018 is…
Nearly 135,000 stories from 5-13 year-olds across the UK and a huge 56 million words later, the Oxford Children’s WordRead more.
Who are poor comprehenders?
There’s been much discussion recently regarding the “language gap” and the “word gap” — the recognition that there are hugeRead more.
Language: The Elephant in the Reading Room
Some children start school with worryingly low levels of oral language. In this guest post, Maggie Snowling tells us whyRead more.
Word Detective: A guide for parents
Word Detective is our nationwide citizen science project for children. Lots of children have already taken part in our quiz,Read more.
Word Detective: A guide for the classroom
Word Detective is our nationwide citizen science project. Many children have already participated, earning their Word Detective certificate. With your help,Read more.
The picture shows our research group enjoying some shared reading time at Oxford’s Story Museum. We know that shared reading matters.Read more.
Reading comprehension and vocabulary: what’s the connection?
Primed by an email conversation about the connections between vocabulary and reading comprehension, I’ve dug out a chapter I wroteRead more.