David Wray's Web Site

Qualifications

• 1971: University of Hull, B.A. (Hons), French & Spanish, Upper second class
• 1973: University of Keele, Postgraduate Certificate in Education, Distinction
• 1980: Open University, Diploma in Reading Development, Distinction
• 1984: University of Lancaster, M.Sc.
• 1997: Elected Fellow of the Royal Society of Arts

Professional Experience

• Taught for eight years in primary schools in East London and Cumbria
• Lectured for thirty years in four Universities
• Current position: Professor of Literacy Education, University of Warwick

Publications

• Wray, D. (1981) Extending Reading Skills Lancaster: University of Lancaster
• Wray, D. (1985) Teaching Information Skills through Project Work Sevenoaks: Hodder & Stoughton
• Potter, F. & Wray, D. (eds) (1985) Micro-Explorations (1) : using reading and language software Ormskirk: United Kingdom Reading Association
• Wray, D. (1986) Laering Gjennom Prosjektarbeid Oslo: Gyldendal Norsk Forlag
• Wray, D. & Potter, F. (eds) (1986) Micro-Explorations (2) : evaluating reading and language software Ormskirk: United Kingdom Reading Association
• Wray, D. (1988) Project Teaching Leamington: Scholastic Publications
• Wray, D. (ed) (1988) Developing Children‘s Writing Leamington: Scholastic Publications
• Wray, D., Bloom, W. & Hall, N. (1989) Literacy in Action Basingstoke: Falmer Press
• Wray, D. & Medwell, J. (eds) (1989) Micro-Explorations (4) : Using Desk-top Publishing Ormskirk: United Kingdom Reading Association
• Blows, M. & Wray, D. (eds) (1989) Using Computers Effectively Leamington: Scholastic Publications
• Wray, D. (ed) (1990) Talking and Listening Leamington: Scholastic Publications
• Wray, D. (ed) (1990) Emerging Partnerships: Current Research in Literacy and Language Clevedon: Multilingual Matters
• Wray, D. & Medwell, J. (1991) Literacy and Language in the Primary Years London: Routledge
• Wray, D. (ed) (1991) Standards in Reading (Perspectives 44) Exeter: University of Exeter School of Education
• Wray, D. & Pearson, H. (1992) Language for Curriculum Leaders Windsor: NFER-Nelson
• Wray, D. (ed) (1992) Reading: Beyond the Story Widnes: United Kingdom Reading Association
• Wray, D. (1993) Children with Reading Problems: Involving Student Teachers Dorchester: The Cadmean Trust
• Wray, D. (ed) (1993) Literacy: Text and Context Widnes: United Kingdom Reading Association
• Wray, D. (1994) Literacy and Awareness Sevenoaks: Hodder & Stoughton
• Wray, D. (ed) (1994) Literacy and computers: insights from research Widnes: United Kingdom Reading Association
• Wray, D. & Medwell, J. (eds) (1994) Teaching Primary English: the State of the Art London: Routledge
• Lewis, M. & Wray, D. (1995) Developing Children‘s Non-fiction Writing Leamington Spa: Scholastic
• Wray, D. (1995) English 7-11 London: Routledge
• Gains, C. & Wray, D. (eds) (1995) Reading: Issues and Directions Coventry: National Association for Special Educational Needs
• Wray, D. & Lewis, M. (1997) Extending Literacy: Reading and Writing Non-fiction in the Primary School London: Routledge
• Wray, D. & Lewis, M. (1997) Practical Ways to Teach Reading for Information Reading: University of Reading Reading and Language Information Centre
• Poulson, L., Macleod, F., Bennett, N. & Wray, D. (1997) Family Literacy: Practice in Local Programmes London: Basic Skills Agency
• Wray, D. & Medwell, J. (1997) English for Primary Teachers: an audit and self-study guide London: Letts Educational
• Wray, D. & Medwell, J. (1998) Teaching English in Primary Schools: a handbook of teaching strategies and key ideas in literacy London: Letts Educational
• Wray, D. (1999) Inquiry in the Classroom: creating it, encouraging it, enjoying it Toronto: Pippin Publishing
• Wray, D. & Lewis, M. (2000) Aprender a leer y escribir textos de información Madrid: Ediciones Morata
• Lewis, M. & Wray, D. (2000) Literacy in the Secondary School London: David Fulton
• Medwell, J., Moore, G., Wray, D. & Griffiths, V. (2001) Primary English: Knowledge and Understanding Exeter: Learning Matters
• Medwell, J., Wray, D., Minns, H., Griffiths, V. & Coates, E. (2001) Primary English: Teaching Theory and Practice Exeter: Learning Matters
• Wray, D., Medwell, J., Poulson, L. & Fox, R. (2002) Teaching literacy effectively London: RoutledgeFalmer
• Kumpulainen, K. & Wray, D. (2002) Classroom Interaction and Social Learning London: RoutledgeFalmer
• Wray, D. (2002) Practical ways to teach writing Reading: National Centre for Language and Literacy
• Wray, D. (2004) (Ed) Literacy: its nature and its teaching (Volume 1 of Major Works in Education: Literacy), London: RoutledgeFalmer
• Wray, D. (2004) (Ed) Reading: processes and teaching (Volume 2 of Major Works in Education: Literacy), London: RoutledgeFalmer
• Wray, D. (2004) (Ed) Writing: processes and teaching (Volume 3 of Major Works in Education: Literacy), London: RoutledgeFalmer
• Wray, D. (2004) (Ed) New literacies: the impact of technology (Volume 4 of Major Works in Education: Literacy), London: RoutledgeFalmer
• Wray, D. (2004) Teaching and Learning Literacy, London: David Fulton
• Wray, D. (2004) Critical Literacy, Reading: National Centre for Literacy and Language, University of Reading
• Arthur, J., Grainger, T. & Wray, D. (2006) (Eds), Learning to teach in the primary school, London: RoutledgeFalmer
• Wray, D. (2006) Teaching literacy across the primary curriculum, Exeter: Learning Matters
• Medwell, J., Moore, G., Wray, D. & Griffiths, V. (2007) Primary English: Knowledge and Understanding (completely revised 3rd edition). Exeter: Learning Matters
• Medwell, J., Wray, D., Minns, H., Griffiths, V. & Coates, E. (2007) Primary English: Teaching Theory and Practice (completely revised 3rd edition) Exeter: Learning Matters
• Wray, D. & Medwell, J. (2008) Extending Knowledge in Practice: Primary English Exeter: Learning Matters

• Wray, D. (1980) ‘The provision and use of resources for reading in a Cumbria junior school’, in Reading Vol.14, No.1
• Wray, D. (1982) ‘Research insights into extending reading’, in Reading Vol.16, No.1
• Wray, D. (1983) ‘Computer-assisted learning in language and reading’, in Reading Vol.17, No.1
• Wray, D. (1984) ‘Case-studies of school-focussed INSET’, in British Journal of In-service Education Vol. 11, No. 1
• Wray, D. & Gallimore, J. (1986) ‘Drafting in the classroom’, in Primary Teaching Studies Vol.1, No.3
• Wray, D. (1985) ‘Writing: purpose and process’, in Primary Contact, Vol.3, No.3
• Wray, D. (1986) ‘Too much software? An update on computer-assisted learning in language and reading’, in Reading, Vol. 20, No. 2
• Wray, D. (1986) ‘Transatlantic comparisons’, in Reading, Vol. 20, No. 2
• Wray, D. (1986) ‘Teaching information skills in the primary school’, in Links, Vol.12, No. 1
• Wray, D. (1987) ‘Drafting: classroom issues’, in Links, Vol. 12, No. 3
• Wray, D. (1988) ‘Teaching information skills in the UK elementary school’, in The Reading Teacher (USA), Vol. 41, No. 6
• Wray, D. (1988) ‘Censorship and literacy’, in Reading, Vol. 22, No. 2
• Haywood, S. & Wray, D. (1988) ‘Using TRAY, a text reconstruction program, with top infants’, in Educational Review, Vol 40, No. 1
• Wray, D. (1988) ‘The impact of psycholinguistic theories on trainee-teachers‘ views of the teaching of reading’, in Journal of Reading Education (USA), Vol. 14, No. 1
• Wray, D. (1989) ‘Reading: the new debate’, in Reading, Vol. 23, No. 1
• Wray, D. & Medwell, J. (1989) ‘Using desk-top publishing to develop literacy’, in Reading, Vol. 23, No. 2
• Wray, D. (1989) ‘Needs-negotiation in school-focussed INSET’, in British Journal of In-Service Education, Vol. 15, No. 3
• Wray, D. (1990) ‘But I‘ve only got one micro’, in Links Vol. 15, No. 3
• Wray, D. (1991) ‘A chapter of errors’, in Support for Learning Vol. 6, No. 4
• Wray, D. (1991) ‘The new debate in reading’, in Oideas (Dublin) No. 37, pp. 28-37
• Wray, D. (1992) ‘Theoretical inferiority? A response to Martin Turner’, in British Psychological Society Education Section Review Vol. 16, No. 1, pp. 21-23
• Wray, D. (1992) ‘Professional knowledge for teaching reading’, in Reading, Vol. 26 (2), pp. 1-6
• Wray, D. & Lewis, M. (1992) ‘Primary children‘s use of information books’, in Reading, Vol. 26 (3), pp. 19-24
• Wray, D. (1993) ‘What do children think about writing?’, in Educational Review, Vol. 45 (1), pp. 67-77
• Wray, D. (1993) ‘Involving student-teachers in teaching children with reading problems’, in Journal of Education for Teaching, Vol. 19 (2), pp. 293-302
• Wray, D. & Lewis, M. (1993) ‘The reading experiences and interests of junior school children’, in Children‘s Literature in Education, Vol. 24 (4), pp. 251-264
• Lewis, M., Wray, D. & Rospigliosi, P. (1994) ‘In your own words please: Helping children respond to non-fiction text’, in The Reading Teacher (USA), Vol. 47, No. 6
• Wray, D. (1994) ‘Text and authorship’, in The Reading Teacher (USA), Vol. 47, No. 8
• Wray, D. (1994) ‘Comprehension monitoring, metacognition and other mysterious processes’, in Support for Learning, Vol. 9, No. 3, pp. 107-113
• Lewis, M., Wray, D. & Rospigliosi, P. (1994) ‘Making reading for information more accessible to children with reading difficulties’, in Support for Learning, Vol. 9, No. 4
• Wray, D. & Medwell, J. (1994) ‘Student teachers and teaching reading’, in Reading, Vol. 28, No. 3, pp. 43-45
• Wray, D. & Lewis, M. (1995) ‘Extending interactions with non-fiction texts: an EXIT into understanding’, in Reading, Vol 29, No. 1, pp. 2-9
• Lewis, M., Wray, D. & Mitchell, C. (1995) ‘Extending interactions with texts: theory into practice’, in Reading, Vol 29, No. 1, pp. 10-15
• Lewis, M., Wray, D. & Cox, C. (1995) ‘Young researchers: context, purpose and scaffolding in the infant classroom’, in Early Years, Vol. 15, No. 2, pp. 46-51
• Poulson, L., Bennett, N., Macleod, F. & Wray, D. (1995) ‘Schools as partners in the family literacy small grants initiative’, in Reading, Vol. 29, No. 3, pp 18-22
• Wray, D. & Lewis, M. (1996) ‘An approach to writing non-fiction’, in Reading, Vol. 30, No 2.
• Wray, D. & Medwell, J. (1996) ‘Newspapers in education and children‘s writing’, in Reading, Vol. 30, No 2.
• Wray, D. & Lewis, M. (1997) ‘Teaching factual writing: purpose and structure’, in Australian Journal of Language and Literacy, Vol. 20, No. 2, pp 131-139.
• Wray, D. & Lewis, M. (1997) ‘Writing the facts’, in Basic Skills, September, pp 6-9
• Wray, D. & Lewis, M. (1998) 'An approach to factual writing', in Reading Online, available at http://www.readingonline.org
• Wray, D. (1998) ‘Eight years of reading’, in Reading, Vol. 32, No. 3, pp 2-4
• Lewis, M. and Wray, D. (1999) Secondary teachers' views and actions concerning literacy and literacy teaching. Educational Review, vol. 51, no. 3, pp 273-281.
• Wray, D., Medwell, J., Poulson, L. & Fox, R. (1999) ‘Teaching reading: lessons from the experts’, in Reading, Vol. 33, No. 1, pp. 17-22
• Wray, D. & Medwell, J. (1999) 'Effective teachers of literacy: knowledge, beliefs and practices', in International Electronic Journal For Leadership in Learning, Vol. 3, No. 9, available at http://www.ucalgary.ca/~iejll
• Medwell, J., Wray, D., Poulson, L. & Fox, R. (1999) 'The characteristics of effective teachers of literacy', in Education 3-13, Vol. 27, No. 1, pp 46-52
• Wray, D. (1999) 'Teaching literacy: the foundations of good practice', in Education 3-13, Vol. 27, No. 1, pp 53-59
• Wray, D., Medwell, J., Fox, R., & Poulson, L. (2000) ‘The teaching practices of effective teachers of literacy’, in Educational Review, Vol. 52, No. 1, pp 75-84
• Wray, D. & Medwell, J. (2000) ‘Professional development for literacy teaching: the evidence from effective teachers’, in Journal of In-Service Education, Vol. 26, No. 3, pp 487-498
• Wray, D. & Medwell, J. (2000) ‘Content and content knowledge in teaching literacy’, in Learn: the Journal of the Irish Learning Support Association, Vol. 22, pp 59-64
• Lewis, M. & Wray, D. (2000) ‘Implementing effective literacy initiatives in the secondary school’, in Educational Studies, Vol. 27, No. 1, pp 45-54
• Wray, D. (2001) ‘Literacy in the secondary curriculum’, in Reading, Vol. 35, No. 1, pp 12-17
• Poulson, L., Avramidis, E., Fox, R., Medwell, J. and Wray, D. (2001) ‘The theoretical beliefs of effective teachers of literacy in primary schools: an exploratory study of orientations to reading and writing’, in Research Papers in Education, Vol. 16, No. 3, pp. 271-292
• Wray, D. (2002) ‘Modern foreign languages in the primary school’, in Primary Leadership Papers, No. 6, Summer, pp. 22-26
• Wray, D. (2004) ‘Literacy: a cross-curricular skill’, in Learn (journal of the Irish Learning Support Association), Vol. 26, pp. 62-69
• Wray, D. (2005) ‘Developing critical literacy’, in Learn (journal of the Irish Learning Support Association), Vol. 27, pp. 22-32
• Wray, D. (2006) ‘Teacher education and primary English: 23 years of progress?’ in Journal of Education for Teaching, Vol. 32 (2), pp. 133-146
• Wray, D. (2006) ‘Developing Critical Literacy: A Priority for the 21st Century’, in Journal of Reading, Writing and Literacy, Vol. 1 (1), pp. 19-34
• Kostopoulou, A. & Wray, D. (2006) ‘Teaching children to read? A study of early years’ teachers’ views’’, in Journal of Reading, Writing and Literacy, Vol. 1 (1), pp. 101-113
• Wray, D. & Medwell, J. (2006) ‘Pupils’ perspectives on literacy teaching’, in Education 3-13, Vol. 34 (3), pp. 201- 210
• Wray, D. & Medwell, J. (2006) ‘Theoretical orientations to literacy: the beliefs of effective teachers’, in Journal of Reading, Writing and Literacy, Vol. 1 (2), pp. 86-109
• Wray, D. (2006) ‘An inquiry-based approach to library instruction’, in School Libraries Worldwide, Vol. 12 (2), pp. 16-28
• Medwell, J. & Wray, D. (2007) ‘Handwriting: what we know and need to know’, in Literacy, Vol. 41 (1), pp. 10-15
• Wray, D. (2007) ‘New technologies: new literacies’, in Journal of Reading, Writing and Literacy, Vol. 1 (3), pp. 92-101
• Medwell, J., Strand, S. & Wray, D. (2007) ‘The role of handwriting in composing for Y2 children’, in Journal of Reading, Writing and Literacy, Vol. 2 (1), pp. 18-36
• Wray, D. (2007) ‘Teaching writing: The attributions of student teachers’, in Journal of Reading, Writing and Literacy, Vol. 2 (2)
• Medwell, J. & Wray, D. (2007) ‘The boys’ handwriting is never as good as the girls’, is it?’, in English: Four to Eleven, 31 (Autumn), pp.12-14
• Medwell, J. & Wray, D. (2008) ‘Handwriting: a forgotten language skill?’, in Language and Education, Vol. 22 (1), pp. 34-47
• 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
• Russell, N. & Wray, D. (2008) ‘Communicating with parents about reading’, in Journal of Reading, Writing and Literacy, Vol. 3 (3), pp. 66-78
• 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
• 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
• 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
• 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
• 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
• Janan, D., Wray, D. & Pope, M. (2010) ‘Paradigms in Readability Research’, International Journal of Arts and Sciences, Vol. 3 (17), pp. 19-29
• Wray, D. (2011) ‘Ipads in Education: The beginning of a revolution?’, Journal of Reading, Writing and Literacy, Vol. 5 (1)
• Janan, D. & Wray, D. (2011) ‘Readability: The persistence of readability formulae’, Journal of Reading, Writing and Literacy, Vol. 5 (2)
• Wray, D. (1986) ‘Information skills through project work’, in Cashdan, A. (ed) Literacy Oxford: Basil Blackwell
• Wray, D. (1985) ‘The adventurous way to use the computer’, in Ewing, J. (ed) Reading and the New Technologies Oxford: Heinemann Educational
• Wray, D. (1987) ‘Computer essentials at home and school’, in Smith, P. (ed) Reading: Teachers and parents together Basingstoke: Macmillan Education
• Wray, D. (1988) ‘Literacy: the information dimension’, in Anderson, C. (ed) Reading: The ABC and Beyond Basingstoke: Macmillan Education
• Wray, D. (1990) ‘Text processing: the implications for literacy’, in Potter, F. (ed) Reading, Learning and Media Education Oxford: Basil Blackwell
• Fourlas, G. & Wray, D. (1990) ‘Children‘s oral language: a comparison of two classroom organisational systems’, in Wray, D. (ed) Emerging Partnerships: Current Research in Literacy and Language Clevedon: Multilingual Matters
• Wray, D. (1991) ‘Awareness and literacy’, in Harrison, C. & Ashworth, E. (eds) Defending Literacy: Celebrating Literacy London: Simon & Schuster
• Wray, D. (1991) ‘Reading: Renewing the debate’, in Wray, D. (ed) Standards in Reading (Perspectives 44) Exeter, University of Exeter School of Education
• Wray, D. (1992) ‘Literacy: bringing back the text’, in Satow, F. (ed) Literacy across the Frontiers Widnes: United Kingdom Reading Association
• Wray, D. & Lewis, M. (1992) ‘Primary children and information books’, in Wray, D. (ed) Reading: Beyond the Story Widnes: United Kingdom Reading Association, pp. 54-60
• Wray, D. (1993) ‘Student teachers’ knowledge and beliefs about language’, in Bennett, N. & Carré, C. (eds.) Learning to Teach London: Routledge, pp. 51-72
• Wray, D. & Lewis, M. (1994) ‘Extending literacy in the junior school: a curriculum development project’, in Littlefair, A. (ed.) Literacy for Life Widnes: United Kingdom Reading Association, pp. 138-43
• Wray, D. & Medwell, J. (1994) ‘Desk-top publishing in the primary classroom’, in Wray, D. (ed) Literacy and Computers: Insights from Research Widnes: United Kingdom Reading Association, pp. 9-15
• Wray, D. (1994) ‘Reviewing the reading debate’, in Wray, D. & Medwell, J. (eds) Teaching Primary English: The state of the art London: Routledge, pp. 53-61
• Wray, D. (1994) ‘Information handling: an important dimension to literacy’, in Wray, D. & Medwell, J. (eds) Teaching Primary English: The state of the art London: Routledge, pp. 73-80
• Wray, D. (1994) ‘Selecting information books’, in Reading and Language Information Centre (ed) Making Good Choices Reading: University of Reading, pp 14-15
• Wray, D. & Lewis, M. (1996) ‘The role of talk in authentic inquiry’, in Gambrell, L. & Almasi, J. (eds) Lively Discussions Newark, Delaware: International Reading Association, pp. 63-72
• Lewis, M. & Wray, D. (1996) ‘Supporting children’s writing: the use of writing frames’, in Widlake, P. (ed) The Good Practice Guide to Special Educational Needs Birmingham: Questions Publishing, pp. 195-206
• Wray, D. (1997) ‘Research into the teaching of reading: a 25 year debate’, in Watson, K., Modgil, C. & Modgil, S. (eds) Educational Dilemmas: Debate and Diversity (Quality in Education, Volume 4) London: Cassell, pp. 161-171
• Wray, D. (1997) ‘More than just reading and writing’, in McClelland, N. (ed) Building a Literate Nation Stoke: Trentham
• Wray, D. & Lewis, M. (1998) ‘Teaching factual writing’, in Turbill, J. & Cambourne, B. (Eds) The Changing Face of Whole Language Newark, DE: International Reading Association
• Wray, D. & Lewis, M. (1998) ‘An approach to scaffolding children’s non-fiction writing: the use of writing frames’, in Shiel, G. & Ní Dhálaigh, U. (Eds.) Developing Language and Literacy: The Role of the Teacher Dublin: Reading Association of Ireland
• Wray, D. & Lewis, M. (1999) 'The problems and possibilities of non-fiction writing', in Goodwin, P.(ed.) The Literate Classroom London: David Fulton, pp. 91-8
• Lewis, M. & Wray, D. (2000) ‘The current context - a brief history’, in Lewis, M. & Wray, D. (eds) Literacy in the Secondary School London: David Fulton, pp. 1-14
• Wray, D. (2000) ‘Theory into practice: strategies to support literacy development’, in Lewis, M. & Wray, D. (eds) Literacy in the Secondary School London: David Fulton, pp. 29-50
• Lewis, M. & Wray, D. (2000) ‘A whole-school literacy policy - making it work’, in Lewis, M. & Wray, D. (eds) Literacy in the Secondary School London: David Fulton, pp. 149-166
• Lewis, M. & Wray, D. (2000) ‘Non-fiction texts and the literacy hour’, in Fisher, R. & Arnold, H. (eds) Understanding the Literacy Hour Royston: United Kingdom Reading Association
• Wray, D. & Lewis, M. (2000) ‘Developing non-fiction writing: beyond writing frames’, in Evans, J. (ed) The Writing Classroom London: David Fulton, pp. 108-115
• Wray, D. & Lewis, M. (2001) ‘Developing non-fiction writing: beyond writing frames’, in Evans, J. (ed) Writing in the Elementary Classroom: A Reconsideration Portsmouth, NH: Heinemann, pp. 145-153
• Wray, D. & Lewis, M. (2001) ‘Young researchers in action’, in Boran, S. & Comber, B. (eds) Critiquing Whole Language and Classroom Inquiry Urbana: Illinois: National Council of Teachers of English, pp. 229-241
• Wray, D. & Medwell, J. (2002) ‘What do effective teachers of literacy know, believe and do?’, in Fisher, R., Brooks, G. & Lewis, M. (eds) Raising Standards in Literacy London: Routledge/Falmer, pp. 55-65
• Wray, D. (2002) ‘Metacognition and literacy’, in Reid, G. & Wearmouth, J. (eds) Dyslexia and Literacy: Theory and Practice Chichester: John Wiley, pp. 301-314
• Wray, D. & Lewis, M. (2005) ‘Writing the facts’, in Tresman, S. & Cooke, A. (eds) The Dyslexia Handbook Reading: British Dyslexia Association, pp. 171-178
• Wray, D. (2006) ‘Looking at learning’, in Arthur, J., Grainger, T. & Wray, D. (Eds), Learning to teach in the primary school London: RoutledgeFalmer
• Wray, D. (2006) ‘From learning to teaching’, in Arthur, J., Grainger, T. & Wray, D. (Eds), Learning to teach in the primary school London: RoutledgeFalmer
• Wray, D. (2006) ‘Poor Mr. Rose!’, in Lewis, M. & Ellis, S. (Eds) Phonics: the way forward London: Sage
• Kostopoulou, A. & Wray, D. (2006) ‘Understanding the Reading Process: A Study of Early Years Teachers’ Views’, in Richards, J. (Ed.) International Perspectives on Education and Training Athens: Athens Institute for Education and Research, pp. 343-354
• Wray, D. (2007) ‘Developing critical literacy’, in Loertscher, D. & Mardis, M. (Eds.) Into the center of the curriculum San Jose, CA: Hi Willow Press, pp. 200-209
• Medwell, J., Strand, S. & Wray, D. (2008) ‘What should we assess in primary handwriting?’, in Barnett, A. (Ed.) Handwriting Today, 2008 Oxford: National Handwriting Association, pp. 23-28
• 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
• 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
• Wray, D. (2010) ‘Looking at learning’, in Arthur, J. & Cremin, T. (Eds), Learning to teach in the primary school London: RoutledgeFalmer. pp. 41- 52
• 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
• 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
• 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
• 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



Research projects

• 1979-80 : A review of research into reading extension skills and activities. Sponsored by Cumbria LEA by one year’s secondment.
• 1991-92 : The involvement of student-teachers in the teaching of children with reading difficulties. £1,930 from the Cadmean Trust.
• 1992-94 : Extending literacy in the junior school. £72,000 from the Nuffield Foundation.
• 1994-95 : The effects of Newspaper in Education experience on children‘s literacy. £2,000 from Northcliffe Newspapers.
• 1993-95 : Literacy for learning in the early years. £39,000 from the Nuffield Foundation.
• 1994-96 : Teacher requirements from non-fiction reading programmes. £4,000 from Oxford University Press
• 1994-95 : An evaluation of family literacy programmes. £59,000 from the Adult Literacy and Basic Skills Unit.
• 1995-98 : Classroom talk, interaction and learning: a cross-cultural study. Collaborative project with Dr Kristiina Kumpulainen, University of Oulu, Finland. £15,000 from the Cultural Foundation of Finland; £57,000 from the Finnish Academy.
• 1995-97 : Information technology and English teaching. A collaborative project with representatives of Subject Teaching Associations. £270,000 from the Department for Education and Employment.
• 1996-97 : Effective teachers of literacy. £79,000 from the Teacher Training Agency.
• 1995-98 : An evaluation of the Literacy 2000 project. £31,000 from the London Borough of Lewisham.
• 1996-98: An evaluation of the Devon CITCOM (Children, Information Technology and Communications) project. £5000 from Devon LEA.
• 1997-98 : Dissemination of the Extending Literacy project. £8,900 from the Nuffield Foundation.
• 1997-99 : Accessing the curriculum: literacy for learning in the secondary curriculum. £83,000 from the Nuffield Foundation.
• 1999: An evaluation of the implementation of a school literacy strategy. £6,000 from Elizabeth Garrett Anderson Secondary School, Islington
• 1999: An evaluation of a TTA-funded INSET course. £2,600 from Centre for Language in Primary Education, Southwark.
• 1999-2001: Standards in undergraduate academic writing. £40,000 from Royal Literary Fund.
• 2000: Modern foreign languages at Key Stage 2. £30,000 from Qualifications and Curriculum Agency.
• 2002: Improving Reading and Writing. £30,000 from the Scottish Executive Education Department for the development of four in-service training packages for all Scottish primary and secondary schools.
• 2003-04: Developing writing at Key Stage 3. £10,750 from Department for Educational and Skills, as part of the Best Practice Research Scholarship scheme, in collaboration with teachers at Daventry William Parker School.
• 2004-05: Evaluation of a programme of digital materials for teaching Spanish in the primary school. £41,000 from Department for Education and Skills.
• 2006: Review of research on writing progression. £12,300 from CCEA (Northern Ireland).
• 2007: Enabling and constraining influences on the use of ICT by beginner and new teachers. £20,000 from British Educational Communications and Technology Agency.
• 2007: Developing e-learning in teacher education. £45,000 from Training and Development Agency for Schools.
• 2007-08: Evaluation of the Booktime project. £25,000 from the Book Trust.
• 2007-08: Developing language and learning in the Yewlands Family of Schools, Sheffield. £16,000 from the Specialist Schools and Academies Trust.
• 2008: Group ethos and achievement in UCST academies and schools: a scoping study. £16,000 from United Church Schools Trust.
• 2008-09: Learning about Special Needs in Handwriting. £16,000 from Training and Development Agency for Schools.
• 2008-09: Developing the teaching of Arabic and of Islamic Studies in Abu Dhabi: a scoping study. £28,000 from Aldar Academies, Abu Dhabi.
• 2008-09: Developing research in literacy and literacy education: a cross disciplinary collaboration. £2,530 from the Institute of Advanced Study, University of Warwick.
• 2008-09: Teaching Modern Foreign Languages in primary schools. £40,000 from Training and Development Agency for Schools.
• 2008-09: Researching learning in changing contexts: an international seminar series. £8,018 from University of Warwick Research Development Fund.
• 2008-09: 14-19: Deep Learning. £88,000 from British Educational Communications and Technology Agency.
• 2010: Developing e-safety awareness in trainee teachers. £5,000 from Training and Development Agency for Schools.
• 2010: Foreign language learning: a literature review. £500 from Faculty of Social Science seed corn funding scheme, University of Warwick.
• 2010: Visiting Fellowship for Dr Evangelia Anagnostou-Laoutides, Monash University. £3,000 from the Institute of Advanced Study, University of Warwick.
• 2010-11: Establishing the Asia-Pacific Partnership for Learning Behaviour. HK$1.5million (£123,000) from Fu Tak Iam Foundation, Hong Kong. In collaboration with Hong Kong Institute of Education.



Editorial positions

• 1992-98: Editor, Reading,
• 1989-91: Editor, Language and Literacy News,
• 1988-92: Reviews editor, British Educational Research Journal,
• 1988-92: Reviews editor, Research Intelligence,
• 1996-00: International Section Editor, Reading Online,
• 1998-: Editor, Literacy and Language in Action series, Falmer Press
• 2005-: Editor, Journal of Reading, Writing and Literacy