Peer-Reviewed Research Articles
Research Papers
Research papers are listed in date order, with the most recent papers appearing first.
Each entry includes the title, a short summary, and links to the paper and its license where applicable.
McMurray, S., Morrow, M., and Bower, P. (2026)
Title:
An examination of the orthographic and phonological spelling knowledge observed in a sample of independent writing completed by 267 children with specific literacy difficulties.
Journal: Frontiers in Education – Volume 10 (2026)
DOI: https://doi.org/10.3389/feduc.2025.1641126
Access: This is an OPEN ACCESS article and can be downloaded using the DOI link above
Creative Commons License
https://creativecommons.org/licenses/by/4.0/
Bradbury, A., and Wyse, D. (2025)
Title:
The dominance of synthetic phonics in reading policy in England.
Journal: Education Policy Analysis Archives, 33.
DOI: https://doi.org/10.14507/epaa.33.8942
Access: This is an OPEN ACCESS article and can be downloaded using the DOI link above
Creative Commons License
https://creativecommons.org/licenses/by-sa/4.0/
McMurray, S. (2020)
Title:
“Learning to spell for children 5-8 years of age: the importance of an integrated approach to ensure the development of phonic, orthographic and morphemic knowledge at compatible levels”.
Journal: Dyslexia, 26:4, 442-458
DOI:https://doi.org/10.1002/dys.1663
Access: This is an OPEN ACCESS article and can be downloaded using the DOI link above or directly below
Creative Commons License
https://creativecommons.org/licenses/by/4.0/
Robust Research Criteria
To demonstrate that one educational intervention is more effective than another, research should meet at least six of the eight recognised criteria for robust research design.
Use of Standardised Scores
Research outcomes should be reported using standardised scores.
Reading ages or spelling ages should not be used because they are considered unreliable indicators of progress.
Effect Sizes
Effect sizes should always be reported when evaluating the impact of an intervention.
Moderate or low effect sizes may indicate that some children are not progressing as expected and may even be regressing.
Additional Key Points
Additional key points may be listed here.
Each point will include a link to further explanation on the Understanding Research Evidence page.