Charlotte Webber
Biographic Data
| ID | 5707670 |
|---|---|
| NAME | Charlotte Webber |
| GIVEN NAMES | Charlotte |
| FAMILY NAME | Webber |
| SIGNATURE | WEBBER C |
| AFFILIATIONS | University of Edinburgh |
| ORCID | 0000-0003-4030-1281 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Using participatory approaches with children and young people to research volitional reading
Children and young people’s volitional book reading has declined consistently over the last two decades, and research efforts to reverse this trajectory would benefit considerably from the input and insights of children and young people. Meanwhile, the expanding and intensifying role of technology in many children and young people’s daily lives makes it difficult for adult reading researchers to stay informed and up-to-date on how technology is s…
Working with a young people's advisory panel to conduct educational research
Participatory Action Research (PAR) with young people aims to centre their knowledge and experience in research which is meaningful to them. In recent years, there has been an increase in PAR approaches within education, yet there is still a need for greater methodological insight into this approach. In this project, which explored adolescents’ reading motivation and engagement, a young people's advisory panel was convened to ensure the perspecti…
Approach to Complementary Feeding and Infant Language Use
Emerging research suggests that a more infant-led approach to complementary feeding may confer benefits for child language, but these findings are based on parent report studies. Using an observational approach this study examines whether different complementary feeding experiences relate to infant language exposure and language use. Fifty-eight parents recorded a typical infant mealtime in the home (mean infant age = 14 months, SD = 4.15). Obser…
An experimental comparison of additional training in phoneme awareness, letter‐sound knowledge and decoding for struggling beginner readers
BACKGROUND: Despite evidence that synthetic phonics teaching has increased reading attainments, a sizable minority of children struggle to acquire phonics skills and teachers lack clear principles for deciding what types of additional support are most beneficial. Synthetic phonics teaches children to read using a decoding strategy to translate letters into sounds and blend them (e.g., c-a-t = "k - ae - t" = "cat"). To use a decoding strategy, chi…
Approaches for supporting adolescents’ reading motivation
Research has consistently demonstrated declines in reading motivation and engagement from childhood to adolescence, with current levels of reading enjoyment and engagement among adolescents at an all-time low. This has led to increased interest in approaches for supporting adolescents’ reading motivation. To date, efforts to support adolescent reading motivation have utilized a variety of approaches, yet there is currently no review which synthes…
Do family learning phonics courses improve parents' reading‐related skills and ability to support their children's reading
Background Parents play a crucial role in supporting children's literacy, especially in the first years of school. However, parents can find this challenging if they struggle with reading themselves. We explore whether family learning phonics courses boost parents' reading‐related skills and ability to support their children's reading, in a collaboration between UK academics and the National Family Learning Forum. Methods Prior to data collection…
An infant‐led approach to complementary feeding is positively associated with language development
The timing and strategy with which parents first introduce their infants to solid foods may be an important predictor of subsequent developmental outcomes. Recent years have seen a decline in the prevalence of traditional parent-led feeding of soft, puréed food and a rise in the prevalence of infant-led complementary feeding. Although there has been some research espousing the benefits of infant-led complementary feeding for improving food fussin…
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An infant‐led approach to complementary feeding is positively associated with language development
The timing and strategy with which parents first introduce their infants to solid foods may be an important predictor of subsequent developmental outcomes. Recent years have seen a decline in the prevalence of traditional parent-led feeding of soft, puréed food and a rise in the prevalence of infant-led complementary feeding. Although there has been some research espousing the benefits of infant-led complementary feeding for improving food fussin…
Do family learning phonics courses improve parents' reading‐related skills and ability to support their children's reading
Background Parents play a crucial role in supporting children's literacy, especially in the first years of school. However, parents can find this challenging if they struggle with reading themselves. We explore whether family learning phonics courses boost parents' reading‐related skills and ability to support their children's reading, in a collaboration between UK academics and the National Family Learning Forum. Methods Prior to data collection…
Approaches for supporting adolescents’ reading motivation
Research has consistently demonstrated declines in reading motivation and engagement from childhood to adolescence, with current levels of reading enjoyment and engagement among adolescents at an all-time low. This has led to increased interest in approaches for supporting adolescents’ reading motivation. To date, efforts to support adolescent reading motivation have utilized a variety of approaches, yet there is currently no review which synthes…
Using participatory approaches with children and young people to research volitional reading
Children and young people’s volitional book reading has declined consistently over the last two decades, and research efforts to reverse this trajectory would benefit considerably from the input and insights of children and young people. Meanwhile, the expanding and intensifying role of technology in many children and young people’s daily lives makes it difficult for adult reading researchers to stay informed and up-to-date on how technology is s…
Working with a young people's advisory panel to conduct educational research
Participatory Action Research (PAR) with young people aims to centre their knowledge and experience in research which is meaningful to them. In recent years, there has been an increase in PAR approaches within education, yet there is still a need for greater methodological insight into this approach. In this project, which explored adolescents’ reading motivation and engagement, a young people's advisory panel was convened to ensure the perspecti…
Approach to Complementary Feeding and Infant Language Use
Emerging research suggests that a more infant-led approach to complementary feeding may confer benefits for child language, but these findings are based on parent report studies. Using an observational approach this study examines whether different complementary feeding experiences relate to infant language exposure and language use. Fifty-eight parents recorded a typical infant mealtime in the home (mean infant age = 14 months, SD = 4.15). Obser…
An experimental comparison of additional training in phoneme awareness, letter‐sound knowledge and decoding for struggling beginner readers
BACKGROUND: Despite evidence that synthetic phonics teaching has increased reading attainments, a sizable minority of children struggle to acquire phonics skills and teachers lack clear principles for deciding what types of additional support are most beneficial. Synthetic phonics teaches children to read using a decoding strategy to translate letters into sounds and blend them (e.g., c-a-t = "k - ae - t" = "cat"). To use a decoding strategy, chi…
Psychology (6 works) · Pedagogy (4 works) · Child Development and Digital Technology (3 works) · Computer Science (3 works) · Developmental psychology (3 works) · Linguistics (3 works) · Literacy (3 works) · Medicine (3 works) · Breast feeding (2 works) · Breastfeeding Practices and Influences (2 works)