Publications are listed below, with access to one-page posters, specifically for teachers, to share our research.
McGeown, S. (2023). Research-practice partnerships in education: Future directions. Psychology of Education Review: Open Dialogue (Closing Article). Access here: Close_Open_Dialogue_McGeown
McGeown, S. (2023). Research-practice partnerships: Why we need a methodological shift in how we do research. Psychology of Education Review: Open Dialogue (Opening Article). Access here: Open_Dialogue_McGeown
McGeown, S., Oxley, E., Love to Read Practice Partners, Ricketts, J., & Shapiro, L. (2023). Working at the intersection of research and practice: The Love to Read project. International Journal of Educational Research, 117, https://doi.org/10.1016/j.ijer.2022.102134
Steel, J. (2023). Reading to Dogs in schools: A controlled feasibility study of an online reading to dogs intervention. International Journal of Educational Research, 117, https://doi.org/10.1016/j.ijer.2022.102117
McGeown, S., Oxley, E., & Steel, J. (2022). Collaboration and co-design: Learning from literacy interventions co-created by researchers and teachers. Psychology of Education Review, 46(2), 4-9.
Webber, C., Wilkinson, K., Duncan, L. & McGeown, S. (2022). Connecting with Fiction Characters: The Power of Books. Frontiers for Young Minds. https://kids.frontiersin.org/articles/10.3389/frym.2022.658925
Steel, J, Williams, J., & McGeown, S. (2022) Teacher-researcher collaboration in animal-assisted education: Co-designing a reading to dogs intervention. Educational Research. 10.1080/00131881.2021.2016061
McGeown, S., & Wilkinson, K. (2021). Inspiring and sustaining reading for pleasure in children and young people: A guide for teachers and school leaders. UKLA Minibook. Available here: https://ukla.org/product/inspiring-and-sustaining-reading-for-pleasure-in-children-and-young-people-a-guide-for-teachers-and-school-leaders/
Webber, C., Wilkinson, K., Andries, V., & McGeown, S. (2021). A reflective account of using child-led interviews as a means to promote discussions about reading. Literacy. https://doi.org/10.1111/lit.12278
Steel, J., Williams, J. M., & McGeown, S. (2021). Reading to dogs in schools: An exploratory study of teacher perspectives. Educational Research. https://doi.org/10.1080/00131881.2021.1956989
McGeown, S., Bonsall, J., Andries, V., Howarth, D., & Wilkinson, K. (2020). Understanding reading motivation across different text types: Qualitative insights from children. Journal of Research in Reading. https://doi.org/10.1111/1467-9817.12320
Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2020). Reading during adolescence: Why adolescents choose (or do not choose) books. Journal of Adolescent and Adult Literacy. https://doi.org/10.1002/jaal.1065
McGeown, S., Bonsall, J., Andries, V., Howarth, D., Wilkinson, K., & Sabeti, S. (2020). Growing up a reader: Exploring children’s and adolescents’ perceptions of ‘a reader’. Educational Research, 1-13. https://doi.org/10.1080/00131881.2020.1747361
McGeown, S., Levy, R., & Carroll, J. (2017). The role of reading motivation, attitudes and confidence in reading development: A review. In British Journal of Educational Psychology Monograph Series.
Duncan, L., McGeown, S., 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(2), 209-238. https://doi.org/10.1111/bjop.12134
Medford, E., & McGeown, S. (2016). Social, emotional and behavioural influences on young children’s pre-reading and word reading development. Journal of applied developmental psychology, 43, 54–61. https://doi.org/10.1016/j.appdev.2015.12.008
McGeown, S., Osborne, C., Warhurst, A., Norgate, R., & Duncan, L. (2016). Understanding children’s reading activities: Reading motivation, skill and child characteristics as predictors. Journal of Research in Reading, 39(1), 109–125. https://doi.org/10.1111/1467-9817.12060
McGeown, S., Duncan, L., Griffiths, Y., & Stothard, S. (2015). Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits. Reading and writing, 28(4), 545-569. https://doi.org/10.1007/s11145-014-9537-9
McGeown, S. (2015). Synthetic phonics vs an eclectic approach to reading instruction: Implications for the skills predicting reading acquisition and development. The Psychology of Education Review, 39.
McGeown, S., Johnston, R., Walker, J., Howason, K., Stockburn, A., & Dufton, P. (2015). The relationship between young children’s enjoyment of learning to read, reading attitudes, confidence and attainment. Educational Research, 57(4), 389-402. . https://doi.org/10.1080/00131881.2015.1091234
McGeown, S. (2013). Reading motivation and engagement in the primary school classroom. UKLA Minibook. Available here: https://ukla.org/product/reading-motivation-and-engagement-in-the-primary-school-classroom-2/
McGeown, S., 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. https://doi.org/10.1016/j.lindif.2013.09.013
McGeown, S. (2013). Sex or gender identity? Understanding children’s reading choices and motivation. Journal of Research in Reading. https://doi.org/10.1111/j.1467-9817.2012.01546.x
McGeown, S., Johnston, R., & Moxon, G. (2013). Towards an understanding of how children read and spell irregular words: the role of nonword and orthographic processing skills. Journal of Research in Reading. https://doi.org/10.1111/jrir.12007
McGeown, S., & Medford, E. (2013). Using method of instruction to predict the skills supporting initial reading development: insight from a synthetic phonics approach. Reading and writing, 591-608. https://doi.org/10.1007/s11145-013-9460-5
McGeown, S., Norgate, R., & Warhurst, A. (2012). Exploring intrinsic and extrinsic reading motivation among very good and very poor readers. Educational Research, 54(3), 309-322. . https://doi.org/10.1080/00131881.2012.710089
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(3), 328-336. https://doi.org/10.1111/j.1467-9817.2010.01481.x
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, 25(6), 1365-1384. https://doi.org/10.1007/s11145-011-9323-x
McGeown, S. P., Medford, E., & Johnston, R. S. (2012). Reading instruction affects the cognitive skills supporting early reading development. Learning and Individual Differences, 22(3), 360-364. https://doi.org/10.1016/j.lindif.2012.01.012
Medford, E., & McGeown, S. P. (2012). The influence of personality characteristics on children’s intrinsic reading motivation. Learning and Individual Differences, 22(6), 786-791. https://doi.org/10.1016/j.lindif.2012.06.002
2011 and earlier
McGeown (nee Logan), S., & Medford, E. (2011). Gender differences in the strength of association between motivation, competency beliefs and reading skill. Educational Research, 53(1), 85-94. https://doi.org/10.1080/00131881.2011.552242
McGeown (nee Logan), S., Medford, E., & Hughes, N. (2011). The importance of intrinsic motivation for high and low ability readers’ reading comprehension performance. Learning and Individual Differences, 21(1), 124-128. https://doi.org/10.1016/j.lindif.2010.09.011
McGeown (nee Logan), S., & Johnston, R. (2010). Investigating gender differences in reading. Educational Review, 62(2), 175-187. https://doi.org/10.1080/00131911003637006
McGeown, S., & Johnston, R. (2009). Gender differences in reading ability and attitudes: Examining where these differences lie. Journal of Research in Reading, 32(2), 199-214. https://doi.org/10.1111/j.1467-9817.2008.01389.x
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