Morag Stuart
Biographic Data
| ID | 3655131 |
|---|---|
| NAME | Morag Stuart |
| GIVEN NAMES | Morag |
| FAMILY NAME | Stuart |
| SIGNATURE | STUART M |
| AFFILIATIONS | University of London |
| ORCID | 0000-0002-8771-7746 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 42 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1990 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 4 |
Training teachers for phonics and early reading: Developing research‐informed practice
Background In England, instruction in systematic synthetic phonics is the first approach to teaching children to read words. There is little research exploring what makes successful training for phonics teaching despite evidence teachers' subject knowledge is limited. There is a persisting problem of underachievement in reading in some regions of England, mirrored in the United States and Australia. In 2017–2018, the Department for Education (DfE…
Supporting early oral language skills for English language learners in inner city preschool provision
Background. A significant number of children now enter formal education in England with reduced levels of proficiency in oral language. Children who come from disadvantaged backgrounds and who are English language learners (ELL) are at risk of limited oral language skills in English which impacts on later educational achievement. Aims. This paper reports the development of a theoretically motivated oral language intervention, Talking Time , desig…
Children's printed word database: Continuities and changes over time in children's early reading vocabulary
In this paper we introduce a comprehensive database of the vocabulary in reading materials used by 5 - 9 year old children in the UK. The database is available on-line http:www.essex.ac.ukpsychologycpwd and allows researchers into early reading development the possibility of rigorous control over critical characteristics of experimental stimuli such as word frequency, regularity and length, frequency of grapheme-phoneme correspondences, orthograp…
Assessing reading at Key Stage 2: SATs as measures of children's inferential abilities
This article describes two studies. The first study was designed to investigate the ways in which the statutory assessments of reading for 11‐year‐old children in England assess inferential abilities. The second study was designed to investigate the levels of performance achieved in these tests in 2001 and 2002 by 11‐year‐old children attending state‐funded local authority schools in one London borough. In the first study, content and questions u…
Getting ready for reading: A follow-up study of inner city second language learners at the end of Key Stage 1
Background: A previous study (Stuart, 1999) showed that early phoneme awareness and phonics teaching improved reading and spelling ability in inner-city schoolchildren in Key Stage 1, most of whom were learning English as a second language.Aims: The present study, a follow-up of these children at the end of Key Stage 1, addresses four main questions: (1) Are these improvements maintained to the end of Key Stage 1? (2) Are different patterns of co…
Children's early reading vocabulary: Description and word frequency lists
Background: When constructing stimuli for experimental investigations of cognitive processes in early reading development, researchers have to rely on adult or American children's word frequency counts, as no such counts exist for English children.Aim: The present paper introduces a database of children's early reading vocabulary, for use by researchers and teachers.Sample: Texts from 685 books from reading schemes and story books read by 5-7 yea…
The role of scaffolding errors in reading development: Evidence from a longitudinal and a correlational study
Background. Identification of patterns of early reading behaviour that predict later reading success is clearly important. Reading errors of 6-year-olds represent a source of such early assessment information, but their significance as predictors of later reading is unknown. Aims. The relationship between word reading errors at age 6 and accurate word reading at age 8 is investigated here. Samples, Methods, Results. In study 1, 44 children comple…
Getting ready for reading: Early phoneme awareness and phonics teaching improves reading and spelling in inner-city second language learners
Background. Previous studies demonstrate that phoneme awareness training, particularly when combined with letter-sound teaching, results in improved reading and spelling development. Aims. This study seeks to extend previous findings by (a) including children learning English as a second language, who have typically been excluded from previous studies; (b) providing training for whole classes, rather than small groups; (c) using a commercially av…
Learning to read at home and at school
Aims . Social class differences in reading achievement are well documented in the literature. The present study looked for social class differences in home literacy activities, such as reading to children, hearing children read, teaching children about the alphabet, and fostering phonological awareness through nursery rhymes and games of ‘I Spy’, which might underlie these. Sample . Sixty‐one parents of children in Reception and Years 1 and 2 in …
Prediction and qualitative assessment of five-and six-year-old children's reading: A Longitudinal Study
This paper describes a longitudinal study comparing the power of two screening batteries (that of Clay, 1979, and that of a set of tests of phonological awareness and sound-to-letter correspondence knowledge) to identify, in the first term at school, children at risk of failing to learn to read successfully. A single test from one of the batteries is shown to provide an adequate screening procedure. There is no significant gain in predictive powe…
Beginning reading with phonology
Seymour & Elder (1986) investigated the reading of children in the first year of school and suggested that the first stage of learning to read shows little involvement of assembled phonology. The present study examines processes involved in the reading‐aloud and printed‐word comprehension of children in the second year of school. Use of assembled phonology was evident in the children's reading‐aloud responses, and proficiency in its use was relat…
Factors influencing word recognition in pre‐reading children
Current theories of reading development (e.g. Frith, 1985) propose an initial logographic phase in which printed word recognition is based on salient visual features of the print. An alternative proposition (Stuart & Coltheart, 1988) is that phonologically skilled beginning readers might be able to set up word recognition units from their phonological analyses of spoken words, and their knowledge of correspondences between sounds and letters. Nei…
Getting ready for reading: Early phoneme awareness and phonics teaching improves reading and spelling in inner-city second language learners
Background. Previous studies demonstrate that phoneme awareness training, particularly when combined with letter-sound teaching, results in improved reading and spelling development. Aims. This study seeks to extend previous findings by (a) including children learning English as a second language, who have typically been excluded from previous studies; (b) providing training for whole classes, rather than small groups; (c) using a commercially av…
Prediction and qualitative assessment of five-and six-year-old children's reading: A Longitudinal Study
This paper describes a longitudinal study comparing the power of two screening batteries (that of Clay, 1979, and that of a set of tests of phonological awareness and sound-to-letter correspondence knowledge) to identify, in the first term at school, children at risk of failing to learn to read successfully. A single test from one of the batteries is shown to provide an adequate screening procedure. There is no significant gain in predictive powe…
Children's printed word database: Continuities and changes over time in children's early reading vocabulary
In this paper we introduce a comprehensive database of the vocabulary in reading materials used by 5 - 9 year old children in the UK. The database is available on-line http:www.essex.ac.ukpsychologycpwd and allows researchers into early reading development the possibility of rigorous control over critical characteristics of experimental stimuli such as word frequency, regularity and length, frequency of grapheme-phoneme correspondences, orthograp…
Getting ready for reading: A follow-up study of inner city second language learners at the end of Key Stage 1
Background: A previous study (Stuart, 1999) showed that early phoneme awareness and phonics teaching improved reading and spelling ability in inner-city schoolchildren in Key Stage 1, most of whom were learning English as a second language.Aims: The present study, a follow-up of these children at the end of Key Stage 1, addresses four main questions: (1) Are these improvements maintained to the end of Key Stage 1? (2) Are different patterns of co…
Children's early reading vocabulary: Description and word frequency lists
Background: When constructing stimuli for experimental investigations of cognitive processes in early reading development, researchers have to rely on adult or American children's word frequency counts, as no such counts exist for English children.Aim: The present paper introduces a database of children's early reading vocabulary, for use by researchers and teachers.Sample: Texts from 685 books from reading schemes and story books read by 5-7 yea…
Assessing reading at Key Stage 2: SATs as measures of children's inferential abilities
This article describes two studies. The first study was designed to investigate the ways in which the statutory assessments of reading for 11‐year‐old children in England assess inferential abilities. The second study was designed to investigate the levels of performance achieved in these tests in 2001 and 2002 by 11‐year‐old children attending state‐funded local authority schools in one London borough. In the first study, content and questions u…
The role of scaffolding errors in reading development: Evidence from a longitudinal and a correlational study
Background. Identification of patterns of early reading behaviour that predict later reading success is clearly important. Reading errors of 6-year-olds represent a source of such early assessment information, but their significance as predictors of later reading is unknown. Aims. The relationship between word reading errors at age 6 and accurate word reading at age 8 is investigated here. Samples, Methods, Results. In study 1, 44 children comple…
Learning to read at home and at school
Aims . Social class differences in reading achievement are well documented in the literature. The present study looked for social class differences in home literacy activities, such as reading to children, hearing children read, teaching children about the alphabet, and fostering phonological awareness through nursery rhymes and games of ‘I Spy’, which might underlie these. Sample . Sixty‐one parents of children in Reception and Years 1 and 2 in …
Factors influencing word recognition in pre‐reading children
Current theories of reading development (e.g. Frith, 1985) propose an initial logographic phase in which printed word recognition is based on salient visual features of the print. An alternative proposition (Stuart & Coltheart, 1988) is that phonologically skilled beginning readers might be able to set up word recognition units from their phonological analyses of spoken words, and their knowledge of correspondences between sounds and letters. Nei…
Beginning reading with phonology
Seymour & Elder (1986) investigated the reading of children in the first year of school and suggested that the first stage of learning to read shows little involvement of assembled phonology. The present study examines processes involved in the reading‐aloud and printed‐word comprehension of children in the second year of school. Use of assembled phonology was evident in the children's reading‐aloud responses, and proficiency in its use was relat…
Prediction and qualitative assessment of five-and six-year-old children's reading: A Longitudinal Study
This paper describes a longitudinal study comparing the power of two screening batteries (that of Clay, 1979, and that of a set of tests of phonological awareness and sound-to-letter correspondence knowledge) to identify, in the first term at school, children at risk of failing to learn to read successfully. A single test from one of the batteries is shown to provide an adequate screening procedure. There is no significant gain in predictive powe…
Learning to read at home and at school
Aims . Social class differences in reading achievement are well documented in the literature. The present study looked for social class differences in home literacy activities, such as reading to children, hearing children read, teaching children about the alphabet, and fostering phonological awareness through nursery rhymes and games of ‘I Spy’, which might underlie these. Sample . Sixty‐one parents of children in Reception and Years 1 and 2 in …
Getting ready for reading: Early phoneme awareness and phonics teaching improves reading and spelling in inner-city second language learners
Background. Previous studies demonstrate that phoneme awareness training, particularly when combined with letter-sound teaching, results in improved reading and spelling development. Aims. This study seeks to extend previous findings by (a) including children learning English as a second language, who have typically been excluded from previous studies; (b) providing training for whole classes, rather than small groups; (c) using a commercially av…
The role of scaffolding errors in reading development: Evidence from a longitudinal and a correlational study
Background. Identification of patterns of early reading behaviour that predict later reading success is clearly important. Reading errors of 6-year-olds represent a source of such early assessment information, but their significance as predictors of later reading is unknown. Aims. The relationship between word reading errors at age 6 and accurate word reading at age 8 is investigated here. Samples, Methods, Results. In study 1, 44 children comple…
Children's early reading vocabulary: Description and word frequency lists
Background: When constructing stimuli for experimental investigations of cognitive processes in early reading development, researchers have to rely on adult or American children's word frequency counts, as no such counts exist for English children.Aim: The present paper introduces a database of children's early reading vocabulary, for use by researchers and teachers.Sample: Texts from 685 books from reading schemes and story books read by 5-7 yea…
Getting ready for reading: A follow-up study of inner city second language learners at the end of Key Stage 1
Background: A previous study (Stuart, 1999) showed that early phoneme awareness and phonics teaching improved reading and spelling ability in inner-city schoolchildren in Key Stage 1, most of whom were learning English as a second language.Aims: The present study, a follow-up of these children at the end of Key Stage 1, addresses four main questions: (1) Are these improvements maintained to the end of Key Stage 1? (2) Are different patterns of co…
Assessing reading at Key Stage 2: SATs as measures of children's inferential abilities
This article describes two studies. The first study was designed to investigate the ways in which the statutory assessments of reading for 11‐year‐old children in England assess inferential abilities. The second study was designed to investigate the levels of performance achieved in these tests in 2001 and 2002 by 11‐year‐old children attending state‐funded local authority schools in one London borough. In the first study, content and questions u…
Supporting early oral language skills for English language learners in inner city preschool provision
Background. A significant number of children now enter formal education in England with reduced levels of proficiency in oral language. Children who come from disadvantaged backgrounds and who are English language learners (ELL) are at risk of limited oral language skills in English which impacts on later educational achievement. Aims. This paper reports the development of a theoretically motivated oral language intervention, Talking Time , desig…
Children's printed word database: Continuities and changes over time in children's early reading vocabulary
In this paper we introduce a comprehensive database of the vocabulary in reading materials used by 5 - 9 year old children in the UK. The database is available on-line http:www.essex.ac.ukpsychologycpwd and allows researchers into early reading development the possibility of rigorous control over critical characteristics of experimental stimuli such as word frequency, regularity and length, frequency of grapheme-phoneme correspondences, orthograp…
Training teachers for phonics and early reading: Developing research‐informed practice
Background In England, instruction in systematic synthetic phonics is the first approach to teaching children to read words. There is little research exploring what makes successful training for phonics teaching despite evidence teachers' subject knowledge is limited. There is a persisting problem of underachievement in reading in some regions of England, mirrored in the United States and Australia. In 2017–2018, the Department for Education (DfE…
Linguistics (12 works) · Psychology (12 works) · Reading and Literacy Development (12 works) · Reading (process) (11 works) · Pedagogy (7 works) · Language Development and Disorders (6 works) · Computer Science (5 works) · Literacy (5 works) · Mathematics education (5 works) · Child Development and Digital Technology (4 works)