The TWiTCH programme is based on the principles of Dialogic Reading. Through TWiTCH training, practitioners learn how to use a clearly structured intervention that builds on familiar Early Years practice (storytime and small group work) to improve the quality and quantity of adult-child interactions. The programme aims to strengthen practice and build practitioner skills and confidence, leading to regular, high-quality interactions which will increase vocabulary and the complexity of children’s language and their ability to express opinions.

Investigating how on/off-screen spaces are used in primary classrooms

How do children make meaning across on/offline environments when in a virtual world in a primary classroom?

Developing support for 21st Century Literacies in primary schools

Exploring how tablets are integrated into children's play and interactions

What happens when iPads are introduced to a school-based participatory theatre programme?

Gaining new insights into classroom literacy teaching by focusing on what teachers feel is important: a counterpoint to the narratives sustained by data from standardised testing.

Longitudinal perspectives on pupil-to-pupil classroom interaction

An evaluation of the DfE funded Early Outcomes programme in South Yorkshire exploring the way four Local Authorities and the South Yorkshire Futures social mobility partnership collaborated to improve early years Speech and Language provision across the region.

Improving pupils' language development