Bibliography for Primary_SP: Primary PGCE - Literacy Specialism BETA

Bearne, E. (2017) ‘Assessing children’s written texts: a framework for equity’, Literacy, 51(2), pp. 74–83. Available at: https://doi.org/10.1111/lit.12105.

Bearne, E. and 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. Abingdon, Oxon: Routledge. Available at: https://contentstore.cla.co.uk/secure/link?id=755729f8-dcc7-e811-80cd-005056af4099.

Boscolo, P. (2009) ‘Chapter 20: Engaging and motivating children to write’, in R. Beard et al. (eds) The SAGE handbook of writing development. London: SAGE. Available at: 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), pp. 539–556. Available at: https://doi.org/10.1002/berj.3449.

Carroll, J.M. et al. (2019) ‘Literacy interest, home literacy environment and emergent literacy skills in preschoolers’, Journal of Research in Reading, 42(1), pp. 150–161. Available at: https://doi.org/10.1111/1467-9817.12255.

Carroll, J.M. and 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’, in Developing language and literacy: effective intervention in the early years. Chichester, West Sussex: Wiley-Blackwell. Available at: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=2830937080004761&institutionId=4761&customerId=4760.

Castles, A., Rastle, K. and Nation, K. (2018) ‘Ending the Reading Wars: Reading Acquisition From Novice to Expert’, Psychological Science in the Public Interest, 19(1), pp. 5–51. Available at: 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. 1 Oliver’s Yard,  55 City Road,  London    EC1Y 1SP  United Kingdom : SAGE Publications Ltd. Available at: 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), pp. 125–132. Available at: https://doi.org/10.1111/lit.12085.

Clarke, P.J. et al. (2010) ‘Ameliorating Children’s Reading-Comprehension Difficulties’, Psychological Science, 21(8), pp. 1106–1116. Available at: 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? Auckland, N.Z.: Heinemann Education. Available at: https://contentstore.cla.co.uk/secure/link?id=72806741-c4c7-e811-80cd-005056af4099.

Conrad, N.J. et al. (2019) ‘Establishing word representations through reading and spelling: comparing degree of orthographic learning’, Journal of Research in Reading, 42(1), pp. 162–177. Available at: https://doi.org/10.1111/1467-9817.12256.

Darnell, C.A., Solity, J.E. and Wall, H. (2017) ‘Decoding the phonics screening check’, British Educational Research Journal, 43(3), pp. 505–527. Available at: https://doi.org/10.1002/berj.3269.

Dix, S. (2016) ‘Teaching writing: a multilayered participatory scaffolding practice’, Literacy, 50(1), pp. 23–31. Available at: https://doi.org/10.1111/lit.12068.

Dobson, T. and Stephenson, L. (2019) ‘"I think it fits in”: using process drama to promote agentic writing with primary school children’, Literacy, 53(2), pp. 69–76. Available at: https://doi.org/10.1111/lit.12145.

• Dombey, H. (2009) The simple view of reading. ITE English: Readings for discussion. (no date). Available at: 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), pp. 691–710. Available at: https://www.jstor.org/stable/40375536.

Duff, F.J. et al. (2015) ‘Validity and sensitivity of the phonics screening check: implications for practice’, Journal of Research in Reading, 38(2), pp. 109–123. Available at: https://doi.org/10.1111/1467-9817.12029.

‘• Education Endowment Foundation (2016) Improving Literacy in Key Stage 1 – Guidance Report.’ (no date). Available at: https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks-1.

‘• Education Endowment Foundation (2016) Improving Literacy in Key Stage 2 – Guidance Report.’ (no date). Available at: https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks2.

Ellis, S. and Smith, V. (2017) ‘Assessment, teacher education and the emergence of professional expertise’, Literacy, 51(2), pp. 84–93. Available at: https://doi.org/10.1111/lit.12115.

Fisher, R. and Fisher, Ros (2006) ‘Whose writing is it anyway? Issues of control in the teaching of writing’, Cambridge Journal of Education, 36(2), pp. 193–206. Available at: https://doi.org/10.1080/03057640600718513.

Ford, M.P. and Opitz, M.F. (2008) ‘A National Survey of Guided Reading Practices: What We Can Learn from Primary Teachers’, Literacy Research and Instruction, 47(4), pp. 309–331. Available at: https://doi.org/10.1080/19388070802332895.

Gamble, N. (2013) Exploring children’s literature: reading with pleasure and purpose. 3rd ed. Los Angeles: SAGE.

Griffith, R. (2017) ‘Preservice teachers’ in-the-moment teaching decisions in reading’, Literacy, 51(1), pp. 3–10. Available at: https://doi.org/10.1111/lit.12097.

Hanke, V. (2014) ‘Guided reading: young pupils’ perspectives on classroom practice’, Literacy, 48(3), pp. 136–143. Available at: https://doi.org/10.1111/lit.12019.

Hatcher, P.J., Hulme, C. and 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), pp. 338–358. Available at: https://doi.org/10.1111/j.1469-7610.2004.00225.x.

Hempel-Jorgensen, A. et al. (2018) ‘Pedagogy for reading for pleasure in low socio-economic primary schools: beyond “pedagogy of poverty”?’, Literacy, 52(2), pp. 86–94. Available at: https://doi.org/10.1111/lit.12157.

Holliman, A.J. and 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), pp. 719–733. Available at: https://doi.org/10.1080/01443410.2013.785048.

Hudson, R.F. et al. (2008) ‘The Complex Nature of Reading Fluency: A Multidimensional View’, Reading & Writing Quarterly, 25(1), pp. 4–32. Available at: https://doi.org/10.1080/10573560802491208.

Hurry, J. and Sylva, K. (2007) ‘Long-term outcomes of early reading intervention’, Journal of Research in Reading, 30(3), pp. 227–248. Available at: https://doi.org/10.1111/j.1467-9817.2007.00338.x.

Jerrim, J. and Moss, G. (2019) ‘The link between fiction and teenagers’ reading skills: International evidence from the OECD PISA study’, British Educational Research Journal, 45(1), pp. 181–200. Available at: 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), pp. 123–133. Available at: https://doi.org/10.1111/j.1741-4369.2009.00537.x.

Jones, S. and Jones, Susan (2009) ‘How talk becomes text: Investigating the concept of oral reherasal in Early Years’ classrooms’, British journal of educational studies, 57(3), pp. 265–284. Available at: https://doi.org/10.1111/j.1467-8527.2009.00438.x.

Kirby, J.R. and Savage, R.S. (2008) ‘Can the simple view deal with the complexities of reading?’, Literacy, 42(2), pp. 75–82. Available at: 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. Los Angeles: SAGE, pp. 23–36. Available at: https://contentstore.cla.co.uk/secure/link?id=af41b706-3945-e711-80cb-005056af4099.

Lambirth, A. and Lambirth, Andrew (2016) ‘Exploring children’s discourses of writing’, English in education, 50(3), pp. 215–232. Available at: https://doi.org/10.1111/eie.12111.

Lockwood, M. (2012) ‘Attitudes to reading in English primary schools’, English in Education, 46(3), pp. 228–246. Available at: 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. London: SAGE. Available at: https://contentstore.cla.co.uk/secure/link?id=279ce337-d9b1-e811-80cd-005056af4099.

Maine, F. and 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, pp. 45–56. Available at: https://doi.org/10.1016/j.ijer.2015.10.007.

Maria Nikolajeva (2014) ‘PICTUREBOOKS AND EMOTIONAL LITERACY’, The Reading Teacher, 67(4), pp. 249–254. Available at: https://www.jstor.org/stable/24573569.

Marshall, B. (2007) ‘Chapter 14: Assessment in English’, in Handbook of primary English in initial teacher education. Sheffield: National Association for the Teaching of English, pp. 227–238. Available at: https://contentstore.cla.co.uk/secure/link?id=ae41b706-3945-e711-80cb-005056af4099.

Medwell et al (1998) Effective Teachers of Literacy. Available at: 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. Stroud: Thimble Press, pp. 7–14. Available at: 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), pp. 61–86. Available at: https://doi.org/10.1080/10573560590523667.

Moss, G. (2000) ‘Raising Boys’ Attainment in Reading: some principles for intervention’, Literacy (formerly Reading), 34(3), pp. 101–106. Available at: https://doi.org/10.1111/1467-9345.00143.

Murray, B.A. et al. (2019) ‘How do beginners learn to read irregular words as sight words?’, Journal of Research in Reading, 42(1), pp. 123–136. Available at: 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), pp. 700–715. Available at: https://doi.org/10.1111/1467-9817.12249.

O’Sullivan, O. and McGonigle, S. (2010) ‘Transforming readers: teachers and children in the Centre for Literacy in Primary Education Power of Reading project’, Literacy, 44(2), pp. 51–59. Available at: 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), pp. 14–22. Available at: 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), pp. 3–11. Available at: 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. London: SAGE, pp. 62–82. Available at: https://contentstore.cla.co.uk/secure/link?id=b041b706-3945-e711-80cb-005056af4099.

Preparing for Literacy | Education Endowment Foundation | EEF (no date). Available at: https://educationendowmentfoundation.org.uk/tools/guidance-reports/preparing-for-literacy/.

Reading Comprehension: From Theory to Practice | ESRC | Economic and Social Research Council (no date a). Available at: 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 (no date b). Available at: https://www.researchcatalogue.esrc.ac.uk/grants/RES-451-25-4287/outputs/read/2556fc32-abe5-44fa-b31c-915b4059d3b0.

Reading for pleasure (no date). Available at: https://researchrichpedagogies.org/research/reading-for-pleasure.

Reading For Pleasure: A research overview | National Literacy Trust (no date). Available at: https://literacytrust.org.uk/research-services/research-reports/reading-pleasure-research-overview/.

Rosenzweig, E.Q. et al. (2018) ‘How do perceptions of importance support from a reading intervention affect students’ motivation, engagement, and comprehension?’, Journal of Research in Reading, 41(4), pp. 625–641. Available at: https://doi.org/10.1111/1467-9817.12243.

Shapiro, L.R. and Solity, J. (2016) ‘Differing effects of two synthetic phonics programmes on early reading development’, British Journal of Educational Psychology, 86(2), pp. 182–203. Available at: https://doi.org/10.1111/bjep.12097.

‘Slavin, R. What works for struggling readers?’ (no date). Available at: http://www.bestevidence.org.uk/assets/What_works_for_struggling_readers.pdf.

Stuart, M. and 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. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP : SAGE Publications Ltd, pp. 166–179. Available at: https://doi.org/10.4135/9781473920170.n9.

Treiman, R., Kessler, B. and Caravolas, M. (2019a) ‘What methods of scoring young children’s spelling best predict later spelling performance?’, Journal of Research in Reading, 42(1), pp. 80–96. Available at: https://doi.org/10.1111/1467-9817.12241.

Treiman, R., Kessler, B. and Caravolas, M. (2019b) ‘What methods of scoring young children’s spelling best predict later spelling performance?’, Journal of Research in Reading, 42(1), pp. 80–96. Available at: 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), pp. 391–403. Available at: 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), pp. 19–25. Available at: https://doi.org/10.1111/lit.12095.

Vellutino, F.R. et al. (2004) ‘Specific reading disability (dyslexia): what have we learned in the past four decades?’, Journal of Child Psychology and Psychiatry, 45(1), pp. 2–40. Available at: https://doi.org/10.1046/j.0021-9630.2003.00305.x.

Westbrook, J. et al. (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), pp. 60–68. Available at: https://doi.org/10.1111/lit.12141.

Wray, D. (1999) ‘Teaching literacy: The foundations of good practice’, Education 3-13, 27(1), pp. 53–59. Available at: https://doi.org/10.1080/03004279985200091.

Wray, DavidMedwell, JaneFox, RichardPoulson, Louise (no date) ‘The teaching practices of effective teachers of literacy’, Educational Review, 52, pp. 75–84. Available at: https://search-proquest-com.libproxy.ucl.ac.uk/docview/235110188/1FC8C2E932D64BC4PQ/10?accountid=14511.