Bearne, E. (2017). Assessing children’s written texts: a framework for equity. Literacy, 51(2), 74–83. https://doi.org/10.1111/lit.12105
Bearne, E., & Reedy, D. (2018). Chapter 11: What writing involves in Bearne, E. & Reedy, D. (2018) Teaching Primary English: Subject knowledge and classroom practice. In Teaching primary English: subject knowledge and classroom practice. Routledge. https://contentstore.cla.co.uk/secure/link?id=755729f8-dcc7-e811-80cd-005056af4099
Boscolo, P. (2009). Chapter 20: Engaging and motivating children to write [Electronic resource]. In R. Beard, D. Myhill, M. Mystrand, & J. Riley (Eds.), The SAGE handbook of writing development. SAGE. http://knowledge.sagepub.com.libproxy.ucl.ac.uk/view/hdbk_writingdev/SAGE.xml
Bradbury, A. (2018). The impact of the Phonics Screening Check on grouping by ability: A ‘necessary evil’ amid the policy storm. British Educational Research Journal, 44(4), 539–556. https://doi.org/10.1002/berj.3449
Carroll, J. M., & Carroll, J. M. (2011). Chapter 3 – Principles of intervention: Screening, assessment and monitoring progress in Carroll, M., Bowyer-Crane, C., Duff, F., Hulme, C. & Snowling, M. (2011) in Developing Language and Literacy [Electronic resource]. In Developing language and literacy: effective intervention in the early years. Wiley-Blackwell. http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=2830937080004761&institutionId=4761&customerId=4760
Carroll, J. M., Holliman, A. J., Weir, F., & Baroody, A. E. (2019). Literacy interest, home literacy environment and emergent literacy skills in preschoolers. Journal of Research in Reading, 42(1), 150–161. https://doi.org/10.1111/1467-9817.12255
Castles, A., Rastle, K., & Nation, K. (2018). Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest, 19(1), 5–51. https://doi.org/10.1177/1529100618772271
Chapter 4: From the first marks to writing for a purpose in Riley, J. & Reedy, D. (2000) Developing writing for different purposes: Teaching about genre in the early years. (2000). In Developing Writing for Different Purposes: Teaching about Genre in the Early Years. SAGE Publications Ltd. https://doi.org/10.4135/9781446219515
Chlapana, E. (2016). An intervention programme for enhancing kindergarteners’ cognitive engagement and comprehension skills through reading informational texts. Literacy, 50(3), 125–132. https://doi.org/10.1111/lit.12085
Clarke, P. J., Snowling, M. J., Truelove, E., & Hulme, C. (2010). Ameliorating Children’s Reading-Comprehension Difficulties. Psychological Science, 21(8), 1106–1116. https://doi.org/10.1177/0956797610375449
Clay, M. M. (2005). Chapter 3: Reducing reading and writing difficulties with an early intervention in Clay, M. (2005) Literacy Lessons Designed for Individuals – Part 1. In Literacy lessons designed for individuals: Part one: Why? when? and how? Heinemann Education. https://contentstore.cla.co.uk/secure/link?id=72806741-c4c7-e811-80cd-005056af4099
Conrad, N. J., Kennedy, K., Saoud, W., Scallion, L., & Hanusiak, L. (2019). Establishing word representations through reading and spelling: comparing degree of orthographic learning. Journal of Research in Reading, 42(1), 162–177. https://doi.org/10.1111/1467-9817.12256
Darnell, C. A., Solity, J. E., & Wall, H. (2017). Decoding the phonics screening check. British Educational Research Journal, 43(3), 505–527. https://doi.org/10.1002/berj.3269
Dix, S. (2016). Teaching writing: a multilayered participatory scaffolding practice. Literacy, 50(1), 23–31. https://doi.org/10.1111/lit.12068
Dobson, T., & Stephenson, L. (2019). "I think it fits in”: using process drama to promote agentic writing with primary school children. Literacy, 53(2), 69–76. https://doi.org/10.1111/lit.12145
• Dombey, H. (2009) The simple view of reading. ITE English: Readings for discussion. (n.d.). http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.430.2749&rep=rep1&type=pdf
Dominic Wyse and Usha Goswami. (2008). Synthetic Phonics and the Teaching of Reading. British Educational Research Journal, 34(6), 691–710. https://www.jstor.org/stable/40375536
Duff, F. J., Mengoni, S. E., Bailey, A. M., & Snowling, M. J. (2015). Validity and sensitivity of the phonics screening check: implications for practice. Journal of Research in Reading, 38(2), 109–123. https://doi.org/10.1111/1467-9817.12029
• Education Endowment Foundation (2016) Improving Literacy in Key Stage 1 – Guidance Report. (n.d.). https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks-1
• Education Endowment Foundation (2016) Improving Literacy in Key Stage 2 – Guidance Report. (n.d.). https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks2
Ellis, S., & Smith, V. (2017). Assessment, teacher education and the emergence of professional expertise. Literacy, 51(2), 84–93. https://doi.org/10.1111/lit.12115
Fisher, R. & Fisher, Ros. (2006). Whose writing is it anyway? Issues of control in the teaching of writing. Cambridge Journal of Education, 36(2), 193–206. https://doi.org/10.1080/03057640600718513
Ford, M. P., & Opitz, M. F. (2008). A National Survey of Guided Reading Practices: What We Can Learn from Primary Teachers. Literacy Research and Instruction, 47(4), 309–331. https://doi.org/10.1080/19388070802332895
Gamble, N. (2013). Exploring children’s literature: reading with pleasure and purpose (3rd ed). SAGE.
Griffith, R. (2017). Preservice teachers’ in-the-moment teaching decisions in reading. Literacy, 51(1), 3–10. https://doi.org/10.1111/lit.12097
Hanke, V. (2014). Guided reading: young pupils’ perspectives on classroom practice. Literacy, 48(3), 136–143. https://doi.org/10.1111/lit.12019
Hatcher, P. J., Hulme, C., & Snowling, M. J. (2004). Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure. Journal of Child Psychology and Psychiatry, 45(2), 338–358. https://doi.org/10.1111/j.1469-7610.2004.00225.x
Hempel-Jorgensen, A., Cremin, T., Harris, D., & Chamberlain, L. (2018). Pedagogy for reading for pleasure in low socio-economic primary schools: beyond ‘pedagogy of poverty’? Literacy, 52(2), 86–94. https://doi.org/10.1111/lit.12157
Holliman, A. J., & Hurry, J. (2013). The effects of Reading Recovery on children’s literacy progress and special educational needs status: a three-year follow-up study. Educational Psychology, 33(6), 719–733. https://doi.org/10.1080/01443410.2013.785048
Hudson, R. F., Pullen, P. C., Lane, H. B., & Torgesen, J. K. (2008). The Complex Nature of Reading Fluency: A Multidimensional View. Reading & Writing Quarterly, 25(1), 4–32. https://doi.org/10.1080/10573560802491208
Hurry, J., & Sylva, K. (2007). Long-term outcomes of early reading intervention. Journal of Research in Reading, 30(3), 227–248. https://doi.org/10.1111/j.1467-9817.2007.00338.x
Jerrim, J., & Moss, G. (2019). The link between fiction and teenagers’ reading skills: International evidence from the OECD PISA study. British Educational Research Journal, 45(1), 181–200. https://doi.org/10.1002/berj.3498
John, C. (2009). Reading lessons: teacherâpupil interactions with text during three KS1 shared reading sessions. Literacy, 43(3), 123–133. https://doi.org/10.1111/j.1741-4369.2009.00537.x
Jones, S. & Jones, Susan. (2009). How talk becomes text: Investigating the concept of oral reherasal in Early Years’ classrooms. British Journal of Educational Studies, 57(3), 265–284. https://doi.org/10.1111/j.1467-8527.2009.00438.x
Kirby, J. R., & Savage, R. S. (2008). Can the simple view deal with the complexities of reading? Literacy, 42(2), 75–82. https://doi.org/10.1111/j.1741-4369.2008.00487.x
Lambirth, A. (2011). Chapter 3: Reading. In Primary English teaching: an introduction to language, literacy and learning (1st ed, pp. 23–36). SAGE. https://contentstore.cla.co.uk/secure/link?id=af41b706-3945-e711-80cb-005056af4099
Lambirth, A. & Lambirth, Andrew. (2016). Exploring children’s discourses of writing. English in Education, 50(3), 215–232. https://doi.org/10.1111/eie.12111
Lockwood, M. (2012). Attitudes to reading in English primary schools. English in Education, 46(3), 228–246. https://doi.org/10.1111/j.1754-8845.2012.01132.x
M, P. (2015). Chapter 1: Knowing about the reading process (pp.1-22). In Becoming a teacher of reading. SAGE. https://contentstore.cla.co.uk/secure/link?id=279ce337-d9b1-e811-80cd-005056af4099
Maine, F., & Hofmann, R. (2016). Talking for meaning: The dialogic engagement of teachers and children in a small group reading context. International Journal of Educational Research, 75, 45–56. https://doi.org/10.1016/j.ijer.2015.10.007
Maria Nikolajeva. (2014). PICTUREBOOKS AND EMOTIONAL LITERACY. The Reading Teacher, 67(4), 249–254. https://www.jstor.org/stable/24573569
Marshall, B. (2007). Chapter 14: Assessment in English. In Handbook of primary English in initial teacher education (pp. 227–238). National Association for the Teaching of English. https://contentstore.cla.co.uk/secure/link?id=ae41b706-3945-e711-80cb-005056af4099
Medwell et al. (1998). Effective Teachers of Literacy. http://www.leeds.ac.uk/educol/documents/000000829.htm
Meek, M. (1988). How the book works, how the story goes. In How texts teach what readers learn (pp. 7–14). Thimble Press. https://contentstore.cla.co.uk/secure/link?id=36330c91-7282-e711-80cb-005056af4099
Mesmer, H. A. E. (2005). Text Decodability and the First-grade Reader. Reading & Writing Quarterly, 21(1), 61–86. https://doi.org/10.1080/10573560590523667
Moss, G. (2000). Raising Boys’ Attainment in Reading: some principles for intervention. Literacy (Formerly Reading), 34(3), 101–106. https://doi.org/10.1111/1467-9345.00143
Murray, B. A., McIlwain, M. J., Wang, C., Murray, G., & Finley, S. (2019). How do beginners learn to read irregular words as sight words? Journal of Research in Reading, 42(1), 123–136. https://doi.org/10.1111/1467-9817.12250
Ng, C. (2018). Using student voice to promote reading engagement for economically disadvantaged students. Journal of Research in Reading, 41(4), 700–715. https://doi.org/10.1111/1467-9817.12249
O’Sullivan, O., & McGonigle, S. (2010). Transforming readers: teachers and children in the Centre for Literacy in Primary Education Power of Reading project. Literacy, 44(2), 51–59. https://doi.org/10.1111/j.1741-4369.2010.00555.x
Parry, B. (2014). Popular culture, participation and progression in the literacy classroom. Literacy, 48(1), 14–22. https://doi.org/10.1111/lit.12027
Pearson, C. (2010). Acting up or acting out? Unlocking children’s talk in literature circles. Literacy, 44(1), 3–11. https://doi.org/10.1111/j.1741-4369.2010.00543.x
Perkins, M. (2015). How do children develop as readers? In Becoming a teacher of reading (pp. 62–82). SAGE. https://contentstore.cla.co.uk/secure/link?id=b041b706-3945-e711-80cb-005056af4099
Preparing for Literacy | Education Endowment Foundation | EEF. (n.d.). https://educationendowmentfoundation.org.uk/tools/guidance-reports/preparing-for-literacy/
Reading Comprehension: From Theory to Practice | ESRC | Economic and Social Research Council. (n.d.-a). https://www.researchcatalogue.esrc.ac.uk/grants/RES-451-25-4287/outputs/read/2556fc32-abe5-44fa-b31c-915b4059d3b0
Reading Comprehension: From Theory to Practice | ESRC | Economic and Social Research Council. (n.d.-b). https://www.researchcatalogue.esrc.ac.uk/grants/RES-451-25-4287/outputs/read/2556fc32-abe5-44fa-b31c-915b4059d3b0
Reading for pleasure. (n.d.). https://researchrichpedagogies.org/research/reading-for-pleasure
Reading For Pleasure: A research overview | National Literacy Trust. (n.d.). https://literacytrust.org.uk/research-services/research-reports/reading-pleasure-research-overview/
Rosenzweig, E. Q., Wigfield, A., Gaspard, H., & Guthrie, J. T. (2018). How do perceptions of importance support from a reading intervention affect students’ motivation, engagement, and comprehension? Journal of Research in Reading, 41(4), 625–641. https://doi.org/10.1111/1467-9817.12243
Shapiro, L. R., & Solity, J. (2016). Differing effects of two synthetic phonics programmes on early reading development. British Journal of Educational Psychology, 86(2), 182–203. https://doi.org/10.1111/bjep.12097
Slavin, R. What works for struggling readers? (n.d.). http://www.bestevidence.org.uk/assets/What_works_for_struggling_readers.pdf
Stuart, M., & Stainthorp, R. (2016). Chapter 9 Teaching to overcome word reading difficulties (developmental dyslexia) in Stuart, M. & Stainthorp, R. (2016) Reading Development & Teaching. In Reading Development and Teaching (pp. 166–179). SAGE Publications Ltd. https://doi.org/10.4135/9781473920170.n9
Treiman, R., Kessler, B., & Caravolas, M. (2019a). What methods of scoring young children’s spelling best predict later spelling performance? Journal of Research in Reading, 42(1), 80–96. https://doi.org/10.1111/1467-9817.12241
Treiman, R., Kessler, B., & Caravolas, M. (2019b). What methods of scoring young children’s spelling best predict later spelling performance? Journal of Research in Reading, 42(1), 80–96. https://doi.org/10.1111/1467-9817.12241
Twiselton, S. (2000). Seeing the Wood for the Trees: The National Literacy Strategy and Initial Teacher Education; pedagogical content knowledge and the structure of subjects. Cambridge Journal of Education, 30(3), 391–403. https://doi.org/10.1080/713657157
Varga, A. (2017). Metacognitive perspectives on the development of reading comprehension: a classroom study of literary text-talks. Literacy, 51(1), 19–25. https://doi.org/10.1111/lit.12095
Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): what have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45(1), 2–40. https://doi.org/10.1046/j.0021-9630.2003.00305.x
Westbrook, J., Sutherland, J., Oakhill, J., & Sullivan, S. (2019). ‘Just reading’: the impact of a faster pace of reading narratives on the comprehension of poorer adolescent readers in English classrooms. Literacy, 53(2), 60–68. https://doi.org/10.1111/lit.12141
Wray, D. (1999). Teaching literacy: The foundations of good practice. Education 3-13, 27(1), 53–59. https://doi.org/10.1080/03004279985200091
Wray, DavidMedwell, JaneFox, RichardPoulson, Louise. (n.d.). The teaching practices of effective teachers of literacy. Educational Review, 52, 75–84. https://search-proquest-com.libproxy.ucl.ac.uk/docview/235110188/1FC8C2E932D64BC4PQ/10?accountid=14511