The design of Our Story is based around the findings from a number of areas of research.

Interest, engagement and motivation in reading
Printed books have been the traditional pathway into reading, however, most children are intrigued by new technology and so we made use of this interest and engagement.  Flewitt, Kucircova & Messer (2014) http://oro.open.ac.uk/40599/ have discussed the special features of digital technology, such as the way that touch provides direct control of the interface, which make it especially attractive to children.

Telling stories and narratives
There is renewed interest in the way that story-telling and narration can help the development of self-expression which is fundamental to many social and educational processes.  Much of what we do involves telling others about our experiences or knowledge (Petersen, 2011; Kucirkova, Messer, Critten & Harwood, 2014 http://oro.open.ac.uk/39918/ Kucirkova, Messer & Sheehy, 2017 http://oro.open.ac.uk/49019/ )

Personalisation
This makes a learning experience relevant to a child, it is important to many forms of teaching, and we have evidence that it can for example help children learn new words when looking through a picture book (Kucirkova, Messer & Whitelock, 2012; http://oro.open.ac.uk/31358/ Kucirkova, Messer & Sheehy, 2014a http://oro.open.ac.uk/40735/ , 2014b http://oro.open.ac.uk/40613/ )

Shared book reading
The frequency of shared book reading when a child and adult look through a book together has been shown to be related to later language and reading development (Meng, 2016; Sénéchal et al., 2008; Kucirkova, Messer & Whitelock, 2010 http://oro.open.ac.uk/39918/ )

Creativity
Creating and making new things are important feature of children’s play (Vygotsky, 1987), we wanted to use smart technology in a way that focussed on such activities (Canning, Payler & Horsely, in press)

References not in ORO

    Meng, C. (2016).  Joint Book Reading and Receptive Vocabulary: A Parallel Process Model.  Infant and Child Development, 25: 84–94.

        Sénéchal, M., Pagan, S., Lever, R. & Ouellette, G. P.  (2008). Relations among the frequency of shared reading and 4-year-old children's vocabulary, morphological and syntax comprehension, and narrative skills. Early Education and Development, 19, 27-44.

    Petersen, D. (2011). A systematic review of narrative based language interventions. Communication Disorders Quarterly, 32, 207-220.

    Vygotsky LS (1987) Thinking and speech. In: Rieber RW and Carton AS (eds) The Collected Works of LS Vygotsky. VoI 1: Problems of General Psychology. New York: Plenum, pp. 39–285. (Original work published 1934).

Recommended reading

The Reading for Pleasure Tree

Find out how the University of Cambridge Primary School have used our research to support reading throughout the school. This research-informed approach has been praised by Ofsted in their recent inspection report. In this account by Aimee Durning their approach is represented as a nurturing Reading for Pleasure Tree.
researchrichpedagogies.org

Joy of reading

In this blog Simon Smith explores how teachers can build community through shared reading. He argues whole class reading can build a sense of ‘belonging, a shared history and experience’. He ends with 7 great tips for reading aloud to your class.
smithsmm.wordpress.com

Reflections on OU/UKLA RfP Cambridge conference

In her recent blog school governor and adult literacy professional Kerry Scattergood reflects on what she has gained from attending our recent OU/UKLA RfP conference in Cambridge. In her latest posting she outlines the impact on her support for adults, while in her previous post she suggests how the insights from the research can also be taken forward in schools.
everydayliteracyproject.wordpress.com


About this project