Alamri, H. S. (2025) Investigating the impact of text-to-speech software on word-level reading and reading comprehension among dyslexic students in Saudi Arabia. PhD thesis, University of Reading. doi: 10.48683/1926.00124057

Alrashdi, S. (2025) EFL teachers’ knowledge and perception of metadiscourse (MD) markers in argumentative writing and their teaching practices. PhD thesis, University of Reading. doi: 10.48683/1926.00123745

Badri, A., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Zhang, P. A. ORCID: https://orcid.org/0000-0002-2136-4984 (2025) Bridging barriers: aural cues, codeswitching, and proficiency in vocabulary learning for visually impaired learners. Studies in Second Language Acquisition. ISSN 1470-1545 (In Press)

Baxter, J., Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Morales, A. (2025) Strategy as learning in a crisis situation in education: Is there evidence of identity as a core component of strategy as learning in schools? School Leadership and Management, 45 (1). pp. 53-83. ISSN 1364-2626 doi: 10.1080/13632434.2024.2424281

Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530 (2025) Physical development and outdoor learning: a practical guide for the early years. Bringing Outdoor Learning to Life. Routledge, London, pp. 1-171. ISBN 9780367330439 doi: 10.4324/9780429317712

Cheung, K. L., Thomas, M., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Hills, L., Froome, H., Worsfold, N. and Bailey, D. P. (2025) Exploring student consensus about module-level ethnicity awarding gaps: a Delphi approach. Journal of Further and Higher Education, 49 (1). pp. 31-44. ISSN 1469-9486 doi: 10.1080/0309877X.2024.2428722

Chiu, Y.-L. T., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Murray, Ó. M., Horsburgh, J. and Copsey-Blake, M. (2025) ‘I deserve to be here’: minority ethnic students and their conditional belonging in UK higher education. Higher Education. ISSN 1573-174X doi: 10.1007/s10734-025-01469-1

Davies, N. (2025) Can’t count, won’t count! Investigating pre-service teachers’ mathematics anxiety and the extent that a subject knowledge intervention can reduce anxiety in mathematics. EdD thesis, University of Reading. doi: 10.48683/1926.00123613

Forth, A. (2025) Cooperative learning in sixth form supervised study. EdD thesis, University of Reading. doi: 10.48683/1926.00123850

Grønhøj, E. O., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Bundsgaard, J. (2025) Exploring young people’s perceptions and discourses of technology occupations through descriptive drawings and a questionnaire. Computer Science Education, 35 (2). pp. 267-291. ISSN 1744-5175 doi: 10.1080/08993408.2024.2385876

Hassanin, N. (2025) Parents’ and teachers’ roles in supporting the development of digital citizenship among Saudi children in early childhood schools. PhD thesis, University of Reading. doi: 10.48683/1926.00121606

Jennings, B. J. (2025) The vocabulary challenge of the English Language GCSE Exam and the implications for adolescent reading experience. PhD thesis, University of Reading. doi: 10.48683/1926.00122390

Jennings, B., Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407, Jaworska, S. ORCID: https://orcid.org/0000-0001-7465-2245 and Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628 (2025) Adolescent reading experience, independent choices and curriculum materials. Applied Corpus Linguistics, 5 (1). 100124. ISSN 2666-7991 doi: 10.1016/j.acorp.2025.100124

Krüsemann, H. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2025) “Learning German is like…”: how learner representations, motivational beliefs, and perceptions of public views relate to motivation for continuing German study. Language Learning Journal, 53 (4). pp. 446-472. ISSN 1753-2167 doi: 10.1080/09571736.2024.2388116

Manning, C. ORCID: https://orcid.org/0000-0001-6862-2525, Jennings, B., MacLennand, K., Rayat, R., Spiller, K. and Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628 (2025) What are the research priorities for the dyslexia community in the United Kingdom and how do they align with previous research funding? Dyslexia, 31 (2). e70004. ISSN 1099-0909 doi: 10.1002/dys.70004

Mansouri, K. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2025) Self-regulation in L2 listening: the role of teacher and learner self-efficacy and the mediating influence of metacognition. System, 129. 103598. ISSN 0346-251X doi: 10.1016/j.system.2025.103598

Ostaszewska, A., Harper, G., Davis, R. and Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628 (2025) Beyond diagnosis: setting research priorities with the neurodivergent community. Neurodiversity, 116. 109960. ISSN 2754-6330 (In Press)

Reed Johnson, J. A. ORCID: https://orcid.org/0000-0002-0247-4555, Marston, S. ORCID: https://orcid.org/0009-0006-0187-801X, Happle, A. and Majid, N. (2025) Climate change and sustainability education framework: an opportunity for pre-service teaching. Cogent Education, 12 (1). 2460412. ISSN 2331-186X doi: 10.1080/2331186X.2025.2460412

Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108, Galloway, N. and McKinley, J. ORCID: https://orcid.org/0000-0002-9949-8368 (2025) ‘English-only’ English medium instruction: mixed views in Thai and Vietnamese higher education. Language Teaching Research, 29 (2). pp. 657-676. ISSN 1477-0954 doi: 10.1177/13621688211072632

Silvestri, C. ORCID: https://orcid.org/0000-0003-1375-8729 (2025) Complementary schools as ‘breathing spaces’: identity, multilingualism and critical pedagogies in heritage language education. Language and Education, 39 (2). pp. 470-488. ISSN 1747-7581 doi: 10.1080/09500782.2024.2404089

Turner, J., Porter, A., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Ralph-Donaldson, T., Kruesemann, H., Zhang, P. A. ORCID: https://orcid.org/0000-0002-2136-4984 and Borthwick, K. (2025) Evaluating the scoring system of an AI-integrated app to assess foreign language phonological decoding. Research Methods in Applied Linguistics. ISSN 2772-7661 (In Press)

Wilkinson, L. (2025) Internal and external accountability in English independent schools: The role of leadership and professional values in navigating educational pressures. EdD thesis, University of Reading. doi: 10.48683/1926.00123081

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2025) Rethinking educational gain in higher education: beyond metrics to a multi-dimensional model. Journal of Higher Education Policy and Management. ISSN 1469-9508 doi: 10.1080/1360080X.2025.2545624 (In Press)

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Chiu, Y. L. T. (2025) Beyond concrete walls? Exploring student belonging through university campus spaces. In: Ahn, M. Y., Venn, E. and Lowe, T. (eds.) Student Belonging in Higher Education: Perspectives and Practice. Routledge, London, pp. 120-131. ISBN 9781032693279

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Fletcher, L. (2025) Assessing the impact of a university transition online course on student continuation using statistical matching methods. Evaluation Review. ISSN 1552-3926 doi: 10.1177/0193841X251339686

Yang, H. (2025) The development of learners’ listening comprehension, self-efficacy, and anxiety within an informal digital learning of English listening (IDLEL) context: Examining the role of IDLEL engagement and self-regulation. PhD thesis, University of Reading. doi: 10.48683/1926.00123590

Ye, J. (2025) A comparative study of technology-enhanced vocabulary learning approaches: integrating self-regulated learning, examining repetition effects and role of individual differences. PhD thesis, University of Reading. doi: 10.48683/1926.00123446

Ye, J., Zhang, P. ORCID: https://orcid.org/0000-0002-2136-4984, Kasprowicz, R. ORCID: https://orcid.org/0000-0001-9248-6834 and Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903 (2025) Technology-enhanced vocabulary learning: the role of self-regulation and prior knowledge. Language Learning & Technology, 29 (1). pp. 1-31. ISSN 1094-3501 doi: 10.64152/10125/73640

Zhang, P. ORCID: https://orcid.org/0000-0002-2136-4984 and Zhang, S. (2025) Attention and learning in L2 multimodality: a webcam-based eye-tracking study. Language Learning & Technology, 29 (1). pp. 1-27. ISSN 1094-3501