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The effectiveness of synthetic phonics teaching in developing reading skills

Summary of the impact

This is a case study of the impact of theoretically-motivated research in psychology on children's reading development. In 1990 an educational psychologist found that reading standards in England were in decline, which was thought to be due to the lack of phonics teaching. The underpinning research showed that synthetic phonics teaching was very much more effective at developing reading and spelling skills than the analytic phonics approach adopted in England in 1999. The Education Select Committee took evidence on this research from Johnston, and synthetic phonics became the recommended method in England. The Key Stage 1 national reading assessment carried out in 2012 showed that 2% more children (estimated to be around 7,500) reached the expected level in reading in 2012 than the previous year, and in 2013 it went up a further 2%. In 2012, 58% of children in Year 1 passed the new Phonics Check, and in 2013 69% passed.

Submitting Institution

University of Hull

Unit of Assessment

Psychology, Psychiatry and Neuroscience

Summary Impact Type

Societal

Research Subject Area(s)

Education: Specialist Studies In Education
Psychology and Cognitive Sciences: Psychology

Children’s physical activity: stimulating policy debate and health improvements

Summary of the impact

Research led by Professor Roger Mackett of the Department of Civil, Environmental and Geomatic Engineering at UCL on children's physical activity has been used by central and local government, other public bodies and various advocacy groups to encourage children to be more active. It has been used to support policy documents and proposals aimed at improving children's health and wellbeing. It has led to improvements in the health, welfare and quality of life of many UK communities through, for example, their greater use of walking buses, which also contributes to reduced CO2 emissions.

Submitting Institution

University College London

Unit of Assessment

Civil and Construction Engineering

Summary Impact Type

Health

Research Subject Area(s)

Medical and Health Sciences: Public Health and Health Services

The influence of colour in the appraisal of visual information by professionals and others

Summary of the impact

Public understanding and debate at the national level have been impacted upon by the research work of psychologists at the University. Furthermore, through bespoke knowledge exchange workshops understanding, intentions and practices of education and care professionals have changed. The impact draws on the work of Burkitt and Greenlees, both chartered psychologists and Readers at the University undertaking applied psychological research in the area of colour. Burkitt has published on the use and meaning of colour in children's drawings and Greenlees on its effect on sporting performance particularly in football.

Submitting Institution

University of Chichester

Unit of Assessment

Psychology, Psychiatry and Neuroscience

Summary Impact Type

Societal

Research Subject Area(s)

Medical and Health Sciences: Neurosciences, Public Health and Health Services
Psychology and Cognitive Sciences: Psychology

The Letterbox Club: Improving the literacy and numeracy skills of looked after children

Summary of the impact

Looked after children (children in public care) generally have poorer outcomes in educational achievement and mental health than the wider population. The `Letterbox Club' improves the educational attainment and well-being of looked after children in the UK, and now involves nearly 6,000 children and 130 supporting organisations each year. Each child is sent a parcel of books, number games and stationery once a month for six months, addressed to them at their home. Evaluation consistently demonstrates above-predicted average gains in reading and number skills, high levels of enjoyment, and improvements in educational support provided by foster carers. The scheme has led to changes in policy and practice at local and national levels.

Submitting Institution

University of Leicester

Unit of Assessment

Education

Summary Impact Type

Societal

Research Subject Area(s)

Education: Specialist Studies In Education
Psychology and Cognitive Sciences: Psychology

The Blue Dog Project: Preventing Dog Bites in Children

Summary of the impact

We have carried out research into children's perception and behaviour around dogs, which has led to the development of an effective safety training programme, as well as improving public understanding of child-dog interactions and risk contexts for dog bite injury in children. The `Blue Dog' (BD — www.thebluedog.org) project has led to changed educational and veterinary practice, public policy change and animal welfare benefits internationally. A key part of the project was the development and validation of an interactive DVD, with training tools that teach children how to be safe around dogs. The results of the research were integrated into the injury prevention messages disseminated by the BD project. The research programme has received publicity worldwide, and over 80,000 copies of the BD DVD have been distributed to 21 different countries, with the accompanying BD booklet translated into 17 different languages. The research was carried out from 2005 onwards, with the impact of the research accruing from 2008 to date.

Submitting Institution

University of Lincoln

Unit of Assessment

Psychology, Psychiatry and Neuroscience

Summary Impact Type

Societal

Research Subject Area(s)

Medical and Health Sciences: Public Health and Health Services
Psychology and Cognitive Sciences: Psychology

Literacy and language development: working together to close the attainment gap

Summary of the impact

Literacy and language work reciprocally to support children's learning and attainment. Professors Morag Stuart and Julie Dockrell, in complementary and sometimes co-authored work, have had a substantial influence on the way children of all abilities and with a range of needs are taught to read and develop their broader oral language and literacy skills. Their work influenced national programmes in England on early reading, dyslexia and spoken language (National Literacy Strategy and National Curriculum) and speech, language and communication needs (the Better Communication Research Programme). Their findings provided educational professionals and speech and language therapists with the conceptual understanding that underpins good practice, and helped equip teachers to identify difficulties and intervene.

Submitting Institution

University College London

Unit of Assessment

Education

Summary Impact Type

Societal

Research Subject Area(s)

Medical and Health Sciences: Public Health and Health Services
Psychology and Cognitive Sciences: Psychology, Cognitive Sciences

6. Improving eye care and learning potential for children with Down’s syndrome.

Summary of the impact

Cardiff University has established the world's largest single cohort of children and young adults with Down's syndrome in which visual deficits have been characterised. Cardiff research studies over 20 years have informed evidence-based guidelines published by the Department of Health and national practitioner bodies for the recognition and practical management of common visual problems in children with Down's syndrome. Consequently, eye care specialists now recommend bifocals for these children. The Cardiff research has also supported changes to teaching methods and resources for children with Down's syndrome. Collectively these children are now benefiting from better eye care and improved learning and educational opportunities.

Submitting Institution

Cardiff University

Unit of Assessment

Allied Health Professions, Dentistry, Nursing and Pharmacy

Summary Impact Type

Health

Research Subject Area(s)

Medical and Health Sciences: Ophthalmology and Optometry, Public Health and Health Services

Producing and promoting children’s literature: influencing writers, teachers and reluctant readers

Summary of the impact

Butler's work has three strands, each of which has made a substantial impact on readerships and audiences beyond the academy. She has actively promoted children's literature pedagogy through her publications and her activities in promoting teaching aids arising from her research in the Learning and Teaching of Children's Literature. Her work on place, history and landscape in children's literature has been hailed as a practical benefit to working writers, and her research-as-practice has resulted in six novels for children and teenagers, as well as works commissioned and written in order to encourage reluctant teenaged readers, She has actively promoted children's literature in schools, online and in society generally.

Submitting Institution

University of the West of England, Bristol

Unit of Assessment

English Language and Literature

Summary Impact Type

Cultural

Research Subject Area(s)

Education: Specialist Studies In Education
Language, Communication and Culture: Literary Studies
History and Archaeology: Historical Studies

Pioneering longitudinal research leads to greater understanding of childhood poverty among policy-makers

Summary of the impact

Young Lives is identifying major influences on children's development, from infancy to adulthood, by carrying out a pioneering longitudinal study across four developing countries over 15 years. Young Lives gathers and analyses data on how childhood is changing in diverse communities, especially through the impact of economic, cultural and policy shifts, by studying two age cohorts in each country. UNICEF, the World Bank, Plan International, and Save the Children International, among others, are using Young Lives research to design childhood poverty-reduction policies in the Post-2015 Development Agenda. The research also underpins the re-visioning of global child protection work by UNICEF, Save the Children Canada, and World Vision UK.

Submitting Institution

University of Oxford

Unit of Assessment

Anthropology and Development Studies

Summary Impact Type

Societal

Research Subject Area(s)

Medical and Health Sciences: Public Health and Health Services
Economics: Applied Economics
Psychology and Cognitive Sciences: Psychology

Development of the first and only standardised test for diagnosing dyslexia for children in Japan

Summary of the impact

Having conducted novel research into developmental dyslexia amongst Japanese children, Professor Wydell led the development of the first Screening Test of Reading and Writing (STRAW- 1), a systematic/comprehensive tool for diagnosing children with dyslexia across primary schools in Japan. The test also identifies areas of cognitive deficits enabling appropriate intervention programmes tailored for each dyslexic child's needs. As the first and only standardised test available, nearly 9,000 institutions in Japan use STRAW-1, including educational authorities, primary schools, schools for special needs education, local children's welfare centres, hospitals, clinics, and universities.

Submitting Institution

Brunel University

Unit of Assessment

Psychology, Psychiatry and Neuroscience

Summary Impact Type

Societal

Research Subject Area(s)

Education: Curriculum and Pedagogy, Specialist Studies In Education
Psychology and Cognitive Sciences: Psychology

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