Skip to main content Skip to navigation

Education Studies

Teaching and Learning - Publications since 2008

Books

  • 1. Wray, D. & Medwell, J. (2008) Extending Knowledge in Practice: Primary English Exeter: Learning Matters
  • 2. Medwell, J., Moore, G., Wray, D. & Griffiths, V. (2011) Primary English: Knowledge and Understanding. Exeter: Learning Matters
  • 3. Medwell, J., Wray, D., Minns, H., Coates, E. & Griffiths, V. (2011) Primary English: Teaching Theory and Practice. Exeter: Learning Matters
  • 4. Medwell, J., Wray, D., Minns, H., Coates, E. & Griffiths, V. (2014) Primary English: Teaching Theory and Practice London: Sage
  • 5. Medwell, J., Moore, G., Wray, D. & Griffiths, V. (2014) Primary English: Knowledge and Understanding. London: Sage
  • 6. Medwell, J. & Wray, D. (in press) Essential Primary English. Milton Keynes: Open University Press

 

Book Chapters

  • 1. Wray, D. (2009) ‘Extending Literacy Skills – Issues for Practice’, in Reid, G., Elbeheri, G., Knight, D., Everett, J., & Wearmouth, J. (Eds.) The Routledge Companion to Dyslexia London: Routledge. pp. 94-112
  • 2. Wray, D. & Kumpulainen, K. (2010) ‘Researching classroom interaction and talk’, in Hartas, D. (Ed.) Educational Research and Inquiry: Qualitative and Quantitative Approaches London: Continuum. pp.170-186
  • 3. Wray, D. (2010) ‘Looking at learning’, in Arthur, J. & Cremin, T. (Eds), Learning to teach in the primary school London: RoutledgeFalmer. pp. 41- 52
  • 4. Wray, D. (2010) ‘From learning to teaching’, in Arthur, J. & Cremin, T. (Eds), Learning to teach in the primary school London: RoutledgeFalmer. pp. 53-65
  • 5. Wray, D. & Medwell, J. (2010) ‘Handwriting and Writing’, in Concannon-Gibney, T., Kelly, A. & Willoughby, K. (Eds) Literacy in the 21st Century: Perspectives, Challenges and Transformations Dublin: Reading Association of Ireland. Pp. 116-125
  • 6. Medwell, J. & Wray, D. (2010) ‘Handwriting and Writing’, in Wyse, D., Andrews, R. & Hoffmann, J. (Eds.) The Routledge International Handbook of English, Language and Literacy Teaching London: Routledge. Pp 193-202
  • 7. Janan, D., Wray, D. & Pope, M. (2011) ‘Paradigms in Readability Research’, in Socarrás, G. & Medina, A. (Eds) Philological Research Athens: Athens Institute for Educational Research, pp. 91-102
  • 8. Kostopoulou, A. & Wray, D. (2013) ‘Assessing reading in a Period of Change: Early Years Teachers’ Views’, in Papanikos, G. (Ed.) Issues on Education and Research: Volume 3, Athens: Athens Institute for Educational Research, pp. 259-276
  • 9. Janan, D. & Wray, D. (2013) ‘Research into readability: Paradigms and possibilities’. In Pandian, A., Liew Ching Ling, C., Tan Ai Lin, D., Muniandy, J., Bee Choo, L. & Chwee Hiang, T. (Eds) New Literacies: Reconstructing Language and Education. Newcastle UK: Cambridge Scholars Publishing. pp. 296-303
  • 10. Wray, D. & Hajar, A. (2013) ‘A Response to Calls for Moving Away from Language Learning Strategy Research’. In International Academic Forum (IAFOR) (Ed.) The European Conference on Language Learning: Conference Proceedings 2013. Nagoya, Japan: IAFOR. pp. 725-740
  • 11. Mozafari, P. & Wray, D. (2013) ‘Iranian EFL teachers’ perspectives on their use of ICT in their teaching practices: a multiple case study’. In Maillet, K. & Klobu?ar, T. (Eds) Proceedings of the European Conference on Technology Enhanced Learning 2013. Paphos: Cyprus. pp. 57-64. http://ceur-ws.org/Vol-1093/
  • 12. Wray, D. (2014) ‘Looking at learning’, in Arthur, J. & Cremin, T. (Eds), Learning to teach in the primary school London: RoutledgeFalmer. pp. 41- 52
  • 13. Wray, D. (2014) ‘From learning to teaching’, in Arthur, J. & Cremin, T. (Eds), Learning to teach in the primary school London: RoutledgeFalmer. pp. 53-65
  • 14. Mozafari, P. & Wray, D. (2015) ‘The perspectives of Iranian EFL teachers on the integration of ICT into their teaching practices’, in Rahimi, M. (Ed) Handbook of Research on Individual Differences in Computer-Assisted Language Learning. Hershey, PA: IGI Global. doi:10.4018/978-1-4666-8519-2
  • 15. Hajar, A. & Wray, D. (in press) ‘Exploring Strategy Instruction in Language Learning Textbooks’. In Tomlinson B., Mishan, F. & Mashuhara, H. (Eds) Practice and Theory in Materials Development in Language Learning. Newcastle UK: Cambridge Scholars Publishing

 

Refereed Journal Articles

  • 1. Medwell, J. & Wray, D. (2008) ‘Handwriting: a forgotten language skill?’, in Language and Education, Vol. 22 (1), pp. 34-47
  • 2. Wray, D. & Medwell, J. (2008) ‘Progression in writing: a review of research’, in Journal of Reading, Writing and Literacy, Vol. 3 (2), pp. 72-124
  • 3. Russell, N. & Wray, D. (2008) ‘Communicating with parents about reading’, in Journal of Reading, Writing and Literacy, Vol. 3 (3), pp. 66-78
  • 4. Wray, D. & Medwell, J. (2008) ‘Learner perspectives on literacy and its teaching’, in Journal of Reading, Writing and Literacy, Vol. 3 (3), pp. 57-65
  • 5. Medwell, J., Strand, S. & Wray, D. (2008) ‘What should we assess in primary handwriting?’ Handwriting Today 2008, pp. 23-28.
  • 6. Hammond, M., Crosson, S., Fragkouli, E., Ingram, J., Johnston-Wilder, P., Johnston-Wilder, S., Kingston, Y., Pope, M. & Wray, D. (2009) ‘Why do some student teachers make very good use of ICT? An exploratory case study’, in Technology, Pedagogy and Education, Vol. 18 (1), pp. 59-73
  • 7. Medwell, J., Strand, S. & Wray, D. (2009) ‘The links between handwriting and composing for Y6 children’, in Cambridge Journal of Education, Vol. 39 (3), pp. 329-344
  • 8. Hammond, M., Fragkouli, E., Suandi, I., Crosson, S., Ingram, J., Johnston-Wilder, P., Johnston-Wilder, S., Kingston, Y., Pope, M. & Wray, D. (2009) ‘What happens as student teachers who made very good use of ICT during pre-service training enter their first year of teaching?’, in Teacher Development, Vol. 13 (2), pp. 93-106
  • 9. Li, L. & Wray, D. (2009) ‘Teaching reading in China and in the United Kingdom: A comparative study’, Journal of Reading, Writing and Literacy, Vol. 4 (3), pp. 67-117
  • 10. Janan, D., Wray, D. & Pope, M. (2010) ‘Paradigms in Readability Research’, International Journal of Arts and Sciences, Vol. 3 (17), pp. 19-29
  • 11. Wray, D. (2011) ‘Ipads in Education: The beginning of a revolution?’, Journal of Reading, Writing and Literacy, Vol. 5 (2), pp. 65-71
  • 12. Medwell, J. & Wray, D. (2011) ‘The Booktime experience: evaluating a national reading promotion scheme’, Journal of Reading, Writing and Literacy, Vol. 5 (3), pp. 53-95
  • 13. Dahmardeh, M. & Wray, D. (2011) ‘Culture and English Language Teaching in Iran’, The Iranian EFL Journal, Vol. 7 (5), pp. 264-281
  • 14. Poverjuc, O., Brooks, V. & Wray, D. (2012) ‘Using peer feedback in a Master’s programme: a multiple case study’, Teaching in Higher Education, Vol. 17 (4), pp. 465-477
  • 15. Wray, D. (2012) Write way forward: developing literacy in all subject areas. Curriculum Briefing, Vol. 10 (3), pp. 24-28
  • 16. Wray, D. (2012) Teachers of writing? The attributions of trainee teachers. Online Educational Research Journal, Vol. 3 (8), available at http://www.oerj.org/View?action=viewPaper&paper=74
  • 17. Janan, D. & Wray, D. (2012) ‘Readability: the limitations of an approach through formulae’, in Educationline, available at http://www.leeds.ac.uk/educol/documents/213296.pdf
  • 18. Wray, D. & Janan, D. (2012) Readability factors and assessment tasks. Online Educational Research Journal, Vol. 3 (9), available at http://www.oerj.org/View?action=viewPDF&paper=77
  • 19. Wray, D. (2013) Principles and Practice in Teaching Extending Literacy Skills. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, Vol. 86 (1), pp. 11-16 http://www.tandfonline.com/doi/full/10.1080/00098655.2012.718294
  • 20. Wray, D. & Janan, D. (2013) Exploring the Readability of Assessment Tasks: The Influence of Text and Reader Factors. Multidisciplinary Journal of Educational Research (REMIE), Vol. 3 (1), pp 69-99, http://dx.doi.org/10.4471/remie.2013.04
  • 21. Wray, D. & Janan, D. (2013) Readability revisited? The implications of text complexity. The Curriculum Journal. 24:4, 553-562 http://dx.doi.org/10.1080/09585176.2013.828631
  • 22. Medwell, J. & Wray, D. (2014) ‘Handwriting automaticity: the search for performance thresholds’, Language and Education. http://www.tandfonline.com/doi/abs/10.1080/09500782.2013.763819
  • 23. Medwell, J. & Wray, D. (2014) Pre-service teachers undertaking classroom research: developing reflection and enquiry skills. Journal of Education for Teaching, Vol. 40 (1), pp 65-77, http://dx.doi.org/10.1080/02607476.2013.864018
  • 24. Wray, D. & Janan, D. (2014) Matching texts to learners: the usefulness of readability formulae. Online Educational Research Journal, Vol. 4 (6), available http://www.oerj.org/View?action=viewPaper&paper=96
  • 25. Wray, D. & Hajar, A. (2014) Designing “Strategy-Rich L2 Textbooks” for Language Learner Autonomy. Folio, Vol. 16 (1), pp 23-27.
  • 26. Wray, D. & Hajar, A. (2014) A Critical Review of the Fundamental Directions of Language Learning Strategy Research. Journal of Academic Perspectives, Vol. 2014 (1), available http://www.journalofacademicperspectives.com/current-issue/volume-2014-no-1/
  • 27. Wray, D. (2014) “I was never much good at writing”: Trainee teachers’ attributions in writing. Research in Teacher Education, Vol. 4 (1), pp 43-49, available http://www.uel.ac.uk/wwwmedia/microsites/riste/Guest-Author-Volume-4-1.pdf
  • 28. Janan, D. & Wray, D. (2014) Reassessing the accuracy and use of readability formulae. Malaysian Journal of Learning and Instruction, Vol. 11, pp 127-145, available http://mjli.uum.edu.my/
  • 29. Wray, D. & Medwell, J. (2015) Exploring a national book-gifting scheme: parents’ and children’s reactions. Education 3-13. Vol. 43 (2), pp 209-222, available http://dx.doi.org/10.1080/03004279.2013.800577
  • 30. Wray, D. (2015) An exploration of the views of teachers concerning the effects of texting on children’s literacy development. Journal of Information Technology Education: Research, 14, 271-282. Available http://www.jite.org/documents/Vol14/JITEv14ResearchP271-282Wray590.pdf
  • 31. Wray, D. & Hajar, A. (in press) A Critical Review of Language Learning Strategy Research. Asian Journal of English Language and Pedagogy. Vol. 3.

 

Magazine and newspaper articles

  • 1. Wray, D. & Medwell, J. (2008) ‘Student noticeboard’, in Child Education Plus, September, pp. 57-8
  • 2. Wray, D. & Medwell, J. (2008) ‘Student noticeboard’, in Child Education Plus, October, pp. 57-8
  • 3. Wray, D. & Medwell, J. (2008) ‘Student noticeboard’, in Child Education Plus, November, pp. 57-8
  • 4. Wray, D. & Medwell, J. (2008) ‘Student noticeboard’, in Child Education Plus, December, pp. 57-8
  • 5. Wray, D. & Medwell, J. (2009) ‘Student noticeboard’, in Child Education Plus, January, pp. 57-8
  • 6. Wray, D. & Medwell, J. (2009) ‘Student noticeboard’, in Child Education Plus, February, pp. 57-8
  • 7. Wray, D. & Medwell, J. (2009) ‘Student noticeboard’, in Child Education Plus, March, pp. 57-8
  • 8. Wray, D. & Medwell, J. (2009) ‘Student noticeboard’, in Child Education Plus, April, pp. 57-8
  • 9. Wray, D. & Medwell, J. (2009) ‘Student noticeboard’, in Child Education Plus, May, pp. 57-8
  • 10. Wray, D. & Medwell, J. (2009) ‘Student noticeboard’, in Child Education Plus, June, pp. 57-8
  • 11. Wray, D. & Medwell, J. (2009) ‘Student noticeboard’, in Child Education Plus, July, pp. 57-8
  • 12. Wray, D. & Medwell, J. (2009) ‘Student noticeboard’, in Child Education Plus, August, pp. 57-8
  • 13. Wray, D. & Medwell, J. (2009) ‘Student noticeboard’, in Child Education Plus, September, pp. 57-8
  • 14. Wray, D. (2009) ‘David Wray writes …’, in Literacy Time Plus, July, p. 4
  • 15. Wray, D. (2009) ‘David Wray writes …’, in Literacy Time Plus, September, pp. 4-5
  • 16. Wray, D. (2009) ‘David Wray writes …’, in Literacy Time Plus, November, p. 4

     

    Occasional papers and other publications

  • 1. Wray, D. & Medwell, J. (2008) Booktime 2007-08: Evaluation Final Report, Research report commissioned by Booktrust. Coventry: University of Warwick
  • 2. Wray, D., Medwell, J. & Hunt, M. (2009) Developing the teaching of Arabic and of Islamic Studies in Abu Dhabi: Outcomes of a scoping research study commissioned by Aldar Academies. Coventry: University of Warwick
  • 3. Wray, D., Medwell, J. & Crosson, S. (2010) Learning about Special Needs in Handwriting. Final Summary Report. ITT Research and Development Awards Contract Number: TDA34736. Coventry: University of Warwick
  • 4. Janan, D. & Wray, D. (2011) Principles of language accessibility for test developers in charge of writing test items for National Curriculum Assessments: Ofqual paper 11/4855. Coventry: Ofqual
  • 5. Medwell, J. & Wray, D. (2012) Pre-Service Teachers Undertaking Classroom Research: Developing Reflection and Enquiry Skills. Athens: ATINER Conference Paper Series, EDU2012-0160. http://www.atiner.gr/papers/EDU2012-0160.pdf
  • 6. Janan, D. & Wray, D. (2012) Guidance on the principles of Language Accessibility in National Curriculum Assessments. Ofqual/12/5216. Coventry: Ofqual. Available: http://www2.ofqual.gov.uk/files/2012-10-12-guidance-principles-of-language-accessibility-in-ncas.pdf
  • 7. Janan, D. & Wray, D. (2012) Guidance on the principles of Language Accessibility in National Curriculum Assessments: Research Background. Ofqual/12/5217. Coventry: Ofqual. Available: http://www2.ofqual.gov.uk/files/2012-10-12-research-background-on-principles-of-language-accessibility-in-ncas.pdf
  • 8. Wray, D. (2013) The IB Extended Essay Project: Final Report. Coventry: University of Warwick. Available: http://www.ibo.org/contentassets/d74675437b4f4ab38312702599a432f1/theibextendedessayproject_finalreport_wray.pdf

teach_learn.jpg