Our research programme is designed to:
We ask children, young people and other stakeholders about literacy using large-scale national surveys.
We explore literacy issues using multiple approaches to further our understanding on a commission basis.
Our evidence-based approach means we comprehensively explore the impact of our programmes.
Commission us to help you understand your impact.
Our annual survey of primary and secondary pupils covers reading and writing, and takes place in the autumn term.
Participating schools get their own individual school report that outlines your basic findings, which you can compare nationally once the national reports are published.
We offer our research expertise to give you comprehensive insight into your literacy programme or product’s impact on a range of audiences. We have specialist knowledge of engaging with children and young people and a track record of working in schools and other settings.
Contact us if you are interested in commissioning us to undertake an evaluation for you.
Our poetry survey explores children’s and young people’s consumption and creation of poetry.
Participating schools get their own individual school report that outlines your basic findings, which you can compare nationally once the national reports are published.
Our evaluation of Early Words Together at Two explores the outcomes of the programme on children, parents, and practitioners.
This report compares pupils who participated in Readathon with those who haven't and shows that Readathon is related to various improved reading outcomes.
The final report of the Commission on Fake News and the Teaching of Critical Literacy in Schools.
This report explores how many children and young people enjoy writing, how often they write in their free time, what they think about writing and more.
This report explores the writing enjoyment, behaviours and attitudes of 8 to 11-year-olds in the UK in the 2017/18 academic year.
An evidence review exploring the link between literacy and life expectancy in England through health and socioeconomic factors.
This research review explores redefining and reframing what it means to be a good reader at age 11, looking in particular at cognitive reading skills, affective processes and reading behaviours.
We asked 42,406 children and young people aged eight to 18 about book ownership in our seventh annual literacy survey, which we conducted in November/December 2016. One in 11 children said they do not have a book of their own at home, rising to one in eight children from disadvantaged backgrounds.
This literature review provides a brief overview of research relating to the importance of shared reading in the early years, with a focus on personalised children’s picture books in print format.