Research videos

We’ve created a series of short videos focusing on different topic areas, to ensure the knowledge and insights of teachers, students and the researcher are shared. We hope you find these useful in your own professional learning and development.

Introduction | Dr Sarah McGeown Lecturer in Developmental Psychology

Creating a school reading culture: Interview with teachers

Reading motivation and engagement

  • McGeown, S. P. Johnston, R., Walker, J., Howason, K., Stockburn, A., & Dufton, P (2015). The relationship between young children’s reading attitudes, confidence and attainment. Educational Research, 57, 389-402.
  • McGeown, S. P., Duncan, L. G., Griffiths, Y., & Stothard, S. E. (2015). Exploring the relationship between adolescents’ reading skills, reading motivation and reading habits. Reading and Writing: An Interdisciplinary Journal, 28, 545-569.
  • McGeown, S. P. (2013). Reading motivation and engagement in the primary school classroom: A handbook for teachers. United Kingdom Literacy Association Minibook.
  • Medford, E., & McGeown, S. P. (2012). The influence of personality characteristics on children’s reading motivation. Learning and Individual Differences, 22, 786-791.
  • McGeown, S. P, Norgate, R., & Warhurst, A. (2012). Exploring intrinsic and extrinsic reading motivation among very good and very poor readers. Educational Research, 54, 309-322.
  • Medford, E., & McGeown, S. (2011). Cognitive and motivational factors for reading: The need for a domain specific approach to motivation. In Psychology of Motivation: New Research. (Eds. J. Franco & A. Svensgaard). Nova Science Publications.

Sex differences in reading

  • McGeown, S. P., Osborne, C., Warhurst, A., Norgate, R., & Duncan, L. G. (2016). Understanding children’s reading activities: Reading motivation, skill and child characteristics as predictors. Journal of Research in Reading, 39, 109-125
  • McGeown, S. P. (2013). Sex or gender identity? Understanding children’s reading choices and motivation. Journal of Research in Reading, 38, 35-46.
  • McGeown, S., Goodwin, H., Henderson, N., & Wright, P. (2012). Gender differences in reading motivation: Does sex or gender identity provide a better account? Journal of Research in Reading, 35, 328-336.
  • Logan, S., & Medford, E. (2011). Gender differences in the strength of association between motivation, competency beliefs and reading skill. Educational Research, 53, 85-94.
  • Logan, S., & Johnston, R. S. (2010). Investigating gender differences in reading. Educational Review, 62, 175-187
  • Logan, S., & Johnston, R. (2009). Gender differences in reading ability and attitudes: examining where these differences lie. Journal of Research in Reading, 32, 199-214.

Children’s and adolescents’ reading habits

  • Duncan, L. G., McGeown, S. P., Griffiths, Y., Stothard, S. & Dobai, A. (2016). Adolescent reading skill and engagement with digital and traditional literacies as predictors of reading comprehension. British Journal of Psychology, 107, 209-238.
  • McGeown, S. P., Osborne, C., Warhurst, A., Norgate, R., & Duncan, L. G. (2016). Understanding children’s reading activities: Reading motivation, skill and child characteristics as predictors. Journal of Research in Reading, 39, 109-125
  • McGeown, S. P., Duncan, L. G., Griffiths, Y., & Stothard, S. E. (2015). Exploring the relationship between adolescents’ reading skills, reading motivation and reading habits. Reading and Writing: An Interdisciplinary Journal, 28, 545-569.

Early reading instruction

  • McGeown, S. P. Johnston, R., Walker, J., Howason, K., Stockburn, A., & Dufton, P (2015). The relationship between young children’s reading attitudes, confidence and attainment. Educational Research, 57, 389-402.
  • McGeown. S. P. (2015). Synthetic phonics vs an eclectic approach to reading instruction: Implications for the skills predicting reading acquisition and development. Psychology of Education Review.
  • McGeown, S. P., & Medford, E. (2014). Using method of instruction to predict the skills supporting initial reading development: insight from a synthetic phonics approach. Reading and Writing: An Interdisciplinary Journal, 27, 591-608.
  • McGeown, S., Johnston, R., & Medford, E. (2012). Reading instruction affects the cognitive skills supporting early reading development. Learning and Individual Differences, 22, 360-364.
  • Johnston, R. S., McGeown, S., & Watson, J. E. (2012). Long term effects of synthetic versus analytic phonics teaching on the reading and spelling ability of 10 year old boys and girls. Reading and Writing: An Interdisciplinary Journal, 25, 1365-1384

Word reading and spelling

  • McGeown, S. P., Medford, E., & Moxon, G. (2013). Individual differences in children’s reading and spelling strategies and the skills supporting strategy use. Learning and Individual Differences, 28, 75-81.
  • McGeown, S. P., Johnston, R. S., & Moxon, G. (2013). Toward an understanding of how children read and spell irregular words: the role of nonword and orthographic processing skills. Journal of Research in Reading, 37, 51-64.