The majority of the Education, Language and Learning Research Division's research falls into two areas. Both have been identified as areas of strategic importance for the future and both are concerned with fundamental questions relating to how prosperity and resilience can be achieved through education.
Language and literacy in education
Work in this area investigates the development of language for those with and without special educational needs, as well as second language acquisition. Unique features include our research on foreign and second language education, pedagogy for learners with English as an additional language and other bilingual learners, reading, writing and vocabulary development, and eye movements during reading. Many researchers in the language area are members of the Centre for Literacy and Multilingualism, with which they collaborate closely.
Improving equity and inclusion through education
In this area of research we largely focus on educational equality, inclusion and social justice, encompassing health, social mobility, and the role of class, ethnicity and gender in engagement, among other things. We also explore teacher cognition, values in teaching and learning, and the impact of pedagogy and practice on educational outcomes. Interests range from early years to the lifelong learning of adults. Individual subject areas such as maths, history and science are also researched by several members of the group, with success in these subjects making important contributions to improved life chances.
For specific enquiries, please contact:
Research Division Lead
Telephone: +44 (0) 118 378 2662
From language study to the impact of learning outdoors, our research covers a wide range of topics.
Research at the University of Reading's Institute of Education has had a direct impact on school curricula and learning techniques, both in the UK and abroad.
Graham, S. and Santos, D. (2015) Strategies for second language listening: current scenarios and improved pedagogy. Palgrave Macmillan, Basingstoke, pp208. ISBN 978113741051
Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
Silva-Corvalan, C. and Treffers-Daller, J., eds. (2016) Language dominance in bilinguals: issues of measurement and operationalization. Cambridge University Press, Cambridge. ISBN 9781107044494
Dr Carol Fuller, Associate Professor of Education at the University of Reading, says new Public Health England report highlights the importance of physical activity to educational success. This confirms her own research, which emphasises that the classroom is no longer the only place to learn.
- Multilingualism and Multiliteracy: Raising learning outcomes in challenging contexts in primary schools across India. Funded by the ESRC (Economic and Social Research Council)/DFID (Department for International Development)
- The role of the outdoors in aspirations and confidence on a range of users, including with vulnerable and disengaged adults. Funded by Big Lottery Fund via Wiltshire Wildlife Trust.
- Primary Modern Languages: The impact of teaching approaches. Funded by the Nuffield Foundation
- The Language Magician. Funded by Erasmus+
- Second language listening comprehension in England: from current practice to improved pedagogy. Funded by the Esmée Fairbairn Foundation
- LASAR (Learning about Science and Religion). Funded by multiple funders, including the John Templeton Foundation
- Professional Development Consortium in Modern Foreign Languages. Funded by the ESRC
- Outdoor Learning and impact on educational attainment and engagement. Funded by the Society for Educational Studies.
Further and fuller details available on our projects page.
University of Reading Education Research
The Research Division host an exciting variety of events and seminars throughout the year: