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BERA Conference 2023

12 September 2023 to 14 September 2023Aston University/ Conference Aston

The BERA Conference 2023 was held on the 12th-14th September 2023 at Conference Aston/Aston University. Keynote speakers included: Professor Linda Tuhiwai Smith. The conference ended with three...

Guest editing opportunity for Research Intelligence, issue 158

Unheard voices in education research

Contemplating the potential influence of typological relatedness on bilingual learners’ L2 preliteracy acquisition

BERA Conference 2023

A survey of research on the acquisition of preliteracy skills in children’s first language (L1) has provided an important starting point from which the unique circumstances of bilingual children...

Survey of dyslexia identification methods

Learning for all: BERA Small Grants Fund research reports

Supported by BERA’s 2022/23 Small Grants Fund, this project sought to understand assessment procedures that professionals across the UK employ to identify students with dyslexia. Through a...

Learning for all: BERA Small Grants Fund research reports

This series of reports presents the findings and recommendations of six research projects funded by BERA’s 2022/23 Small Grants Fund (SGF) on the theme ‘learning for all’. The projects...

Developing (language) learning opportunities for precarious migrant workers at higher education institutions

Learning for all: BERA Small Grants Fund research reports

Charting possibilities, challenges & recommendations

Reading and narrative fiction: Understanding ourselves and others

Adolescence is a significant period of identity development and social exploration, and narrative fiction can help adolescent readers to explore personally meaningful content (Picton & Clark,...

Reading and wellbeing: Exploring the relationship between reading fiction and wellbeing across the lifespan

Reading fiction has a range of established benefits for learning, providing a strong foundation for the development of vocabulary knowledge and literacy-related skills (Mar & Rain, 2015; Mol &...

To read, or not to read?

How diverse practices, perspectives and experiences shape our reading engagement

Editorial: To read, or not to read? How diverse practices, perspectives and experiences shape our reading engagement

What children say about books: 'I can drain all my emotions out on the book, so if I’ve had a hard day, I can just read’ ‘It’s quite nice to sort of feel like you’re sort of letting go...

Children’s perspectives and experiences of reading for pleasure practices in the UK

Primary school curricula across the UK highlight the importance of reading for pleasure, for example: ‘The National Curriculum for England aims to ensure that all pupils: develop the habit of...

Reading to Dogs – children’s perspectives

Reading to Dogs (RTD), which involves children reading to a registered dog (accompanied by a handler), is becoming increasingly popular in schools. Benefits to wellbeing and reading engagement are...