1.
Lambirth, A. Chapter 3: Reading. in Primary English teaching: an introduction to language, literacy and learning 23–36 (SAGE, 2011).
2.
Castles, A., Rastle, K. & Nation, K. Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest 19, 5–51 (2018).
3.
Kirby, J. R. & Savage, R. S. Can the simple view deal with the complexities of reading? Literacy 42, 75–82 (2008).
4.
• Dombey, H. (2009) The simple view of reading. ITE English: Readings for discussion. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.430.2749&rep=rep1&type=pdf.
5.
• Education Endowment Foundation (2016) Improving Literacy in Key Stage 1 – Guidance Report.
6.
• Education Endowment Foundation (2016) Improving Literacy in Key Stage 2 – Guidance Report.
7.
Preparing for Literacy | Education Endowment Foundation | EEF. https://educationendowmentfoundation.org.uk/tools/guidance-reports/preparing-for-literacy/.
8.
Twiselton, S. 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, 391–403 (2000).
9.
Wray, DavidMedwell, JaneFox, RichardPoulson, Louise. The teaching practices of effective teachers of literacy. Educational Review 52, 75–84.
10.
Medwell et al. Effective Teachers of Literacy. (1998).
11.
Wray, D. Teaching literacy: The foundations of good practice. Education 3-13 27, 53–59 (1999).
12.
Shapiro, L. R. & Solity, J. Differing effects of two synthetic phonics programmes on early reading development. British Journal of Educational Psychology 86, 182–203 (2016).
13.
Westbrook, J., Sutherland, J., Oakhill, J. & Sullivan, S. ‘Just reading’: the impact of a faster pace of reading narratives on the comprehension of poorer adolescent readers in English classrooms. Literacy 53, 60–68 (2019).
14.
Bradbury, A. The impact of the Phonics Screening Check on grouping by ability: A ‘necessary evil’ amid the policy storm. British Educational Research Journal 44, 539–556 (2018).
15.
Reading Comprehension: From Theory to Practice | ESRC | Economic and Social Research Council. https://www.researchcatalogue.esrc.ac.uk/grants/RES-451-25-4287/outputs/read/2556fc32-abe5-44fa-b31c-915b4059d3b0.
16.
M, P. Chapter 1: Knowing about the reading process (pp.1-22). in Becoming a teacher of reading (SAGE, 2015).
17.
Reading for pleasure. https://researchrichpedagogies.org/research/reading-for-pleasure.
18.
Darnell, C. A., Solity, J. E. & Wall, H. Decoding the phonics screening check. British Educational Research Journal 43, 505–527 (2017).
19.
Duff, F. J., Mengoni, S. E., Bailey, A. M. & Snowling, M. J. Validity and sensitivity of the phonics screening check: implications for practice. Journal of Research in Reading 38, 109–123 (2015).
20.
Mesmer, H. A. E. Text Decodability and the First-grade Reader. Reading & Writing Quarterly 21, 61–86 (2005).
21.
Murray, B. A., McIlwain, M. J., Wang, C., Murray, G. & Finley, S. How do beginners learn to read irregular words as sight words? Journal of Research in Reading 42, 123–136 (2019).
22.
Dominic Wyse and Usha Goswami. Synthetic Phonics and the Teaching of Reading. British Educational Research Journal 34, 691–710 (2008).
23.
Carroll, J. M., Holliman, A. J., Weir, F. & Baroody, A. E. Literacy interest, home literacy environment and emergent literacy skills in preschoolers. Journal of Research in Reading 42, 150–161 (2019).
24.
Chlapana, E. An intervention programme for enhancing kindergarteners’ cognitive engagement and comprehension skills through reading informational texts. Literacy 50, 125–132 (2016).
25.
Hempel-Jorgensen, A., Cremin, T., Harris, D. & Chamberlain, L. Pedagogy for reading for pleasure in low socio-economic primary schools: beyond ‘pedagogy of poverty’? Literacy 52, 86–94 (2018).
26.
Ford, M. P. & Opitz, M. F. A National Survey of Guided Reading Practices: What We Can Learn from Primary Teachers. Literacy Research and Instruction 47, 309–331 (2008).
27.
Gamble, N. Exploring children’s literature: reading with pleasure and purpose. (SAGE, 2013).
28.
Hanke, V. Guided reading: young pupils’ perspectives on classroom practice. Literacy 48, 136–143 (2014).
29.
O’Sullivan, O. & McGonigle, S. Transforming readers: teachers and children in the Centre for Literacy in Primary Education Power of Reading project. Literacy 44, 51–59 (2010).
30.
Hudson, R. F., Pullen, P. C., Lane, H. B. & Torgesen, J. K. The Complex Nature of Reading Fluency: A Multidimensional View. Reading & Writing Quarterly 25, 4–32 (2008).
31.
Jerrim, J. & Moss, G. The link between fiction and teenagers’ reading skills: International evidence from the OECD PISA study. British Educational Research Journal 45, 181–200 (2019).
32.
John, C. Reading lessons: teacherâpupil interactions with text during three KS1 shared reading sessions. Literacy 43, 123–133 (2009).
33.
Lockwood, M. Attitudes to reading in English primary schools. English in Education 46, 228–246 (2012).
34.
Maine, F. & Hofmann, R. Talking for meaning: The dialogic engagement of teachers and children in a small group reading context. International Journal of Educational Research 75, 45–56 (2016).
35.
Meek, M. How the book works, how the story goes. in How texts teach what readers learn 7–14 (Thimble Press, 1988).
36.
Reading For Pleasure: A research overview | National Literacy Trust. https://literacytrust.org.uk/research-services/research-reports/reading-pleasure-research-overview/.
37.
Parry, B. Popular culture, participation and progression in the literacy classroom. Literacy 48, 14–22 (2014).
38.
Maria Nikolajeva. PICTUREBOOKS AND EMOTIONAL LITERACY. The Reading Teacher 67, 249–254 (2014).
39.
Pearson, C. Acting up or acting out? Unlocking children’s talk in literature circles. Literacy 44, 3–11 (2010).
40.
Perkins, M. How do children develop as readers? in Becoming a teacher of reading 62–82 (SAGE, 2015).
41.
Rosenzweig, E. Q., Wigfield, A., Gaspard, H. & Guthrie, J. T. How do perceptions of importance support from a reading intervention affect students’ motivation, engagement, and comprehension? Journal of Research in Reading 41, 625–641 (2018).
42.
Ng, C. Using student voice to promote reading engagement for economically disadvantaged students. Journal of Research in Reading 41, 700–715 (2018).
43.
Varga, A. Metacognitive perspectives on the development of reading comprehension: a classroom study of literary text-talks. Literacy 51, 19–25 (2017).
44.
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. in Developing Writing for Different Purposes: Teaching about Genre in the Early Years (SAGE Publications Ltd, 2000). doi:10.4135/9781446219515.
45.
Bearne, E. & Reedy, D. 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, 2018).
46.
Conrad, N. J., Kennedy, K., Saoud, W., Scallion, L. & Hanusiak, L. Establishing word representations through reading and spelling: comparing degree of orthographic learning. Journal of Research in Reading 42, 162–177 (2019).
47.
Jones, S. & Jones, Susan. How talk becomes text: Investigating the concept of oral reherasal in Early Years’ classrooms. British journal of educational studies 57, 265–284 (2009).
48.
Lambirth, A. & Lambirth, Andrew. Exploring children’s discourses of writing. English in education 50, 215–232 (2016).
49.
Dix, S. Teaching writing: a multilayered participatory scaffolding practice. Literacy 50, 23–31 (2016).
50.
Dobson, T. & Stephenson, L. "I think it fits in”: using process drama to promote agentic writing with primary school children. Literacy 53, 69–76 (2019).
51.
Fisher, R. & Fisher, Ros. Whose writing is it anyway? Issues of control in the teaching of writing. Cambridge Journal of Education 36, 193–206 (2006).
52.
Boscolo, P. Chapter 20: Engaging and motivating children to write. in The SAGE handbook of writing development (eds. Beard, R., Myhill, D., Mystrand, M. & Riley, J.) (SAGE, 2009).
53.
Treiman, R., Kessler, B. & Caravolas, M. What methods of scoring young children’s spelling best predict later spelling performance? Journal of Research in Reading 42, 80–96 (2019).
54.
Bearne, E. Assessing children’s written texts: a framework for equity. Literacy 51, 74–83 (2017).
55.
Carroll, J. M. & Carroll, J. M. 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 (Wiley-Blackwell, 2011).
56.
Reading Comprehension: From Theory to Practice | ESRC | Economic and Social Research Council. https://www.researchcatalogue.esrc.ac.uk/grants/RES-451-25-4287/outputs/read/2556fc32-abe5-44fa-b31c-915b4059d3b0.
57.
Griffith, R. Preservice teachers’ in-the-moment teaching decisions in reading. Literacy 51, 3–10 (2017).
58.
Ellis, S. & Smith, V. Assessment, teacher education and the emergence of professional expertise. Literacy 51, 84–93 (2017).
59.
Marshall, B. Chapter 14: Assessment in English. in Handbook of primary English in initial teacher education 227–238 (National Association for the Teaching of English, 2007).
60.
Treiman, R., Kessler, B. & Caravolas, M. What methods of scoring young children’s spelling best predict later spelling performance? Journal of Research in Reading 42, 80–96 (2019).
61.
Clay, M. M. 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, 2005).
62.
Holliman, A. J. & Hurry, J. The effects of Reading Recovery on children’s literacy progress and special educational needs status: a three-year follow-up study. Educational Psychology 33, 719–733 (2013).
63.
Clarke, P. J., Snowling, M. J., Truelove, E. & Hulme, C. Ameliorating Children’s Reading-Comprehension Difficulties. Psychological Science 21, 1106–1116 (2010).
64.
Stuart, M. & Stainthorp, R. Chapter 9 Teaching to overcome word reading difficulties (developmental dyslexia) in Stuart, M. & Stainthorp, R. (2016) Reading Development & Teaching. in Reading Development and Teaching 166–179 (SAGE Publications Ltd, 2016). doi:10.4135/9781473920170.n9.
65.
Hatcher, P. J., Hulme, C. & Snowling, M. J. Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure. Journal of Child Psychology and Psychiatry 45, 338–358 (2004).
66.
Hurry, J. & Sylva, K. Long-term outcomes of early reading intervention. Journal of Research in Reading 30, 227–248 (2007).
67.
Moss, G. Raising Boys’ Attainment in Reading: some principles for intervention. Literacy (formerly Reading) 34, 101–106 (2000).
68.
Slavin, R. What works for struggling readers?
69.
Vellutino, F. R., Fletcher, J. M., Snowling, M. J. & Scanlon, D. M. Specific reading disability (dyslexia): what have we learned in the past four decades? Journal of Child Psychology and Psychiatry 45, 2–40 (2004).
