Last updated: 8th September 2008
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| 17.00 - 18.30 | Registration (Hotel reception area) |
| 18.30 - 19.30 | Opening address: Room: Bentley Professor Gert Rijlaarsdam & Dr. Martine Braaksma Amsterdam University Writing processes and the teaching of writing (Powerpoint Presentation, 890 KB) |
| 19.30 | Dinner (JW's) |
| 08:00 - 09:00 | Registration (Hotel reception area) | |
| 09:00 - 10:45 | Parallel sessions | |
| Room: Bentley | Room: Earl of Granville | |
| SYMPOSIUM Chair: Susan Hallam Institute of Education, London Discussant: Andrea Creech Institute of Education, London |
INDIVIDUAL PAPERS Chair: Karl Wall Institute of Education, London |
|
| Musical Literacies | Writing | |
| Tiija Rinta Institute of Education, London |
Mark Torrance Staffordshire University |
|
| An exploration of children’s understanding of different types of music | Strategy-focussed writing instruction: it works, but why? | |
| Sue Bishop Institute of Education, London |
David Galbraith Staffordshire University |
|
| How do experienced orchestral musicians learn challenging rhythms? | Constructing knowledge objects in writing | |
| Su Ching Hsieh & Susan Hallam Institute of Education, London |
Elicia Cooke, Mark Torrance & David Galbraith Staffordshire University |
|
| The
relationships between sight-reading, memorisation and improvisation
in those with expertise in different musical genres |
Students'
reviewing and editing practices |
|
| Elinor Tolfree and Susan Hallam Institute of Education, London |
Christian Weinzierl*, Joachim Grabowski* & Cornelia
Glaser+ *Heidelberg University of Education; +Justus-Liebig University, Giessen |
|
| Young people's uses of and responses to music in their everyday lives | Using keystroke logging in school research: From mere typing to text revision | |
| 10:45 - 11:15 | Morning coffee (JW's) | |
| 11:15 - 13:00 | Parallel sessions | |
| Room: Bentley | Room: Earl of Granville | |
| SYMPOSIUM Chair: Richard Jolley Staffordshire University |
INDIVIDUAL PAPERS Chair: Mark Torrance Staffordshire University |
|
| Understanding and evaluating children’s art and artistic experience from different educational perspectives and methodologies | Writing | |
| Richard Jolley*, Sarah Rose* & Esther Burkitt^ *Staffordshire University, ^Open University |
James Hartley Keele University |
|
| A survey of children, teachers and parents on children’s drawing experience and behaviour at home and school | Alistair Cooke, Jeremy Clarkson and Alan Bennett: Voices, genres and new technology | |
| Sarah Rose & Richard Jolley Staffordshire University |
Carole Sedgwick Roehampton University |
|
| The development of children’s representational and expressive drawing in Steiner, Montessori and National Curriculum schools | Writing in context: a European study of comparative academic literacy practices | |
| Jenny Hallam, Mani das Gupta
& Helen Lee Staffordshire University |
Margarida Alves Martins, Cristina Silva, Miguel Mata
Pereira ISPA - Higher Institute of Applied Psychology, Lisbon |
|
| The evaluation of child art from differing perspectives | Can writing activities in kindergarten promote children's literacy skills? | |
| Discussant: Mani das Gupta Staffordshire University |
Peter Sutherland University of Stirling |
|
| How can feedback to students aid their literacy? | ||
| 13:00 - 14:00 | Lunch (Restaurant) and Posters (JW's) | |
| 14:00 - 15:45 | Parallel sessions | |
| Room: Bentley | Room: Earl of Granville | |
| INDIVIDUAL PAPERS Chair: Susan Atkinson Leeds Metropolitan University |
INDIVIDUAL PAPERS Chair: Karl Wall Institute of Education, London |
|
| Cultural literacy | Teaching reading | |
| Jane Hutchinson*, Debbie Pope*,
Susan Atkinson^ University of Central Lancashire, ^Leeds Metropolitan University |
Marianne Jacquin University of Geneva |
|
| Depictions of literacy on UK mainstream television | How is reading in a foreign language (FL) taught and acquired? The example of German as a foreign language for French speaking students in Switzerland | |
| Ana Paula Barbosa Riserio Cortez
University of Mogi das Cruzes-VL |
Marion Long Institute of Education, London |
|
| Multiple worlds, various literacies: resources to change social realities | Investigating reading comprehension | |
| Joachim Grabowski*, Markus Shmitt*,
Edward Kiel^, Swantje Heidecke* *Heidelberg University of Education, ^University of Munich |
Sue Ellis Strathclyde University |
|
| What quiz show knowledge reveals about cultural literacy: Sex differences, cross cultural differences and identity | Reading the context: synthetic phonics in England and Scotland | |
| Vasily Tseptsov Institute of Psychology RAS, Moscow |
Carol Callinan & Emile van der Zee University of Lincoln |
|
| Literacy in political ideas: the impact of multimedia vs. text | The first evaluation of two teaching methods in reading | |
| 15:45 - 16:15 | Tea (JW's) | |
| 16:15 - 17:35 | Parallel sessions | |
| Room: Bentley | Room: Earl of Granville | |
| INDIVIDUAL PAPERS Chair: Penny Munn University of Strathclyde |
INDIVIDUAL PAPERS Chair: Susan Hallam Institute of Education, London |
|
| Individual differences | Reading and spelling processes | |
| Laurel Evans & Marc Buehner
Cardiff University |
Rhona Stainthorp*, Morag Stuart*, Daisy Powell+,
Philip Quinlan^, Holly Garwood~ *University of Reading, +Roehampton University, ^University of York, ~Birkbeck College |
|
| Thinking dispositions and the accuracy / efficiency trade-off | Reading and rapid automatised naming: A complex relationship | |
| Susan Atkinson Leeds Metropolitan University |
Jo Egan* & Marie-Josephe Tainturier^ *Derby Educational Psychology Services, ^Bangor University |
|
| Children's problem-solving strategies: An exploratory study | Why do dyslexic children have difficulties spelling the -ed verb ending? | |
| Ged Lombard The Independent Psychological Service |
Marie-Josephe Tainturier^ & Jo Egan* ^ Bangor University, *Derby Educational Psychology Services |
|
| SMART Literacy and NEET | The acquisition of past-tense spelling in English: Rules or rote? | |
| 18:00 - 18:30 | Annual General Meeting (Room: Earl of Granville) | |
| 18:30 - 19:00 | Drinks reception and Posters (JW's) | |
| 19:00 - 20:00 | Vernon-Wall lecture: Room: Bentley Professor Peter Bryant Oxford Brookes University Spelling rules exist, but do people use them? |
|
| 20:00 | Conference dinner (JW's) | |
| 09:00 - 10:45 | Parallel sessions | |
| Room: Bentley | Room: Earl of Granville | |
| INDIVIDUAL PAPERS
Chair: Jane Hutchinson |
INDIVIDUAL PAPERS Chair: Lynne Rogers Institute of Education, London |
|
| Emotional literacy | Special Needs | |
| Helen Whiteley* & Pamela
Qualter^ *Edgehill University, ^University of Central Lancashire |
Jenny Wainscot, Paul Naylor, Paul Sutcliffe, Digby
Tanta and Jenna Williams University of Sheffield |
|
| Developing emotional literacy skills to help young people excluded from school to re-engage with education | Social experiences during a mainstream secondary school day of pupils with Asperger Syndrome/High-Functioning Autism (AS/HFA): A case-control study | |
| Pamela Qualter*, Helen Whiteley^,
Janet Read*, Caroline Gater*, Louisa Zioui*, Matthew Horton*, Mem
Mazzone* & Jamin Xu* *University of Central Lancashire, ^Edgehill University |
Anne Emerson & Andy Grayson Nottingham Trent University |
|
| UThink: A computer package to teach Emotional Intelligence skills to high school pupils | Eye-tracking, autism, and 'surprising' levels of literacy | |
| Debbie Pope, Pamela Qualter
& Jane Hutchinson University of Central Lancashire |
Colette Gray Queen's University Belfast |
|
| The influence of emotional intelligence on academic performance in undergraduate university students | Inclusive education for the child with a visual impairment: Smooth transition or rocky road | |
| Poppy Nash University of York |
Pamela Baylis & Margaret Snowling University of York |
|
| Promoting emotional literacy and resilience in vulnerable learners | A longitudinal study of the reading skills of children with Down Syndrome attending mainstream schools | |
| 10:45 - 11:05 | Coffee (JW's) | |
| 11:05 - 11:55 | Parallel sessions | |
| Room: Bentley | Room: Earl of Granville | |
| INDIVIDUAL PAPERS Chair: Peter Sutherland Stirling University |
INDIVIDUAL PAPERS Chair: Pamela Qualter University of Central Lancashire |
|
| Maths anxiety |
Methodology | |
| Tom Hunt, David Sheffield, David
Clark-Carter, Sheila Ford Staffordshire University |
Dave Putwain Edge Hill University |
|
| Cognitive intrusions during mathematical problem solving: The relationship with maths anxiety | The development of a scale to measure teachers' use of fear appeals in the classroom | |
| David Sheffield*, Sheila Ford*, Tim Hobbs^ Staffordshire University, ^Dartington Social Research Unit |
Jill McManus Institute of Education, London |
|
| Does a brief cognitive-behavioural intervention reduce mathematics anxiety and improve performance in primary school children? | The perpetuation of early disadvantage through the use of KS2 data to group pupils by ability | |
| 12:00 - 13:00 | Plenary debate Room: Bentley Chair: Susan Hallam Institute of Education, London Opening paper: Mark Tarrant Keele University Participants' responses to research questionnaires: Lessons from social psychology |
|
| 13:00 - 14:00 | Lunch (Restaurant) | |
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