RESEARCH PROFILE

David Wray taught in primary schools for 10 years and has worked in various Universities in the UK for the past 30 years, as a researcher and a teacher educator. He is currently Professor of Literacy Education and acting Director of the Institute of Education at the University of Warwick. David has published over 50 books on aspects of literacy teaching and is best known for his work on developing teaching strategies to help students of various ages access the curriculum through literacy. This has resulted in such innovations as the Extending Interactions with Texts (EXIT) model to guide the teaching of reading to learn, and writing frames to help with the writing of factual text types. His work was made an integral part of the National Literacy Strategy in England at both primary and secondary levels. International collaborations include: working with the International Reading Association as a founder, and International section editor, of its online journal Reading Online; beginning work with colleagues at Monash University, Australia on developing innovative research into foreign language learning and pedagogy; setting up, with colleagues from Hong Kong Institute of Education, the Asia Pacific Partnership for Learning Behaviour, and beginning collaborative research on the topic of behaviour for learning in Asia Pacific countries. Major publications include: Extending Literacy (Routledge); English 7-11 (Routledge); Developing Childrens Non-Fiction Writing (Scholastic); Literacy in the Secondary School (Fulton), Classroom Interaction and Social Learning (RoutledgeFalmer) and Teaching Literacy Effectively (Routledge Falmer). More recently David has acted as consultant to a number of electronic learning projects for groups such as Dorling Kindersley and the Guardian Newspaper and has begun new research programs exploring the importance and teaching of handwriting, the perceptions and attributions of learners and teachers of literacy, the teaching of modern foreign languages and the use of mobile learning devices.

BACKGROUND

RESEARCH PROJECTS

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SELECTED PUBLICATIONS

• Wray, D. and Medwell, J.(2011) 'Progression in writing : a review of research' Journal of Reading, Writing and Literacy 3 (2), 72 - 124 (1743-0534) [article]
• Wray, D. & Medwell, J.(2010) 'Handwriting and Writing' in Literacy in the 21st Century: Perspectives, Challenges and Transformations, 116 - 125, Editors: Concannon-Gibney, T., Kelly, A. & Willoughby, K., Dublin: Reading Association of Ireland
• Wray, D. and Kumpulainen, K.(2010) 'Researching classroom interaction and talk' in Educational research and inquiry : qualitative and quantitative approaches, Editors: Hartas, D. (9781441183798), London; New York: Continuum International Publishing Group
• Medwell, J., Strand, S. & Wray, D.(2009) 'The links between handwriting and composing for Y6 children' Cambridge Journal Of Education 39 (3), 329 - 344 (0305-764X)
• Wray, D.(2009) 'Extending literacy skills : issues for practice' in The Routledge companion to dyslexia, Editors: Reid, G., Elbeheri, G., Everett, J., Wearmouth, J. and Knight, D. (9780415430784), London: Routledge

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