[1]
Adoniou, M. 2014. What should teachers know about spelling? Literacy. 48, 3 (Nov. 2014), 144–154. DOI:https://doi.org/10.1111/lit.12017.
[2]
Bearne, E. and Reedy, D. 2018. Teaching primary English: subject knowledge and classroom practice. Routledge.
[3]
Bearne, E. and Reedy, D. 2018. Teaching primary English: subject knowledge and classroom practice. Routledge.
[4]
Bearne, E. and Reedy, D. 2018. Teaching primary English: subject knowledge and classroom practice. Routledge.
[5]
Bearne, E. and Reedy, D. 2018. Teaching primary English: subject knowledge and classroom practice. Routledge.
[6]
Bearne, E. and Reedy, D. 2018. Teaching primary English: subject knowledge and classroom practice. Routledge.
[7]
Bearne, E. and Reedy, D. 2018. Teaching primary English: subject knowledge and classroom practice. Routledge.
[8]
Bearne, E. and Reedy, D. 2018. Teaching primary English: subject knowledge and classroom practice. Routledge.
[9]
Bodman, S. and Franklin, G. 2014. Which book and why: using book bands and book levels for guided reading in key stage 1. Institute of Education Press.
[10]
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 (Aug. 2018), 539–556. DOI:https://doi.org/10.1002/berj.3449.
[11]
Elborn, S. Section 4: Assessing reading. Handbook of teaching early reading: more than phonics. United Kingdom Literacy Association.
[12]
English Programmes of Study Key stages 1 and 2: 2013. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/335186/PRIMARY_national_curriculum_-_English_220714.pdf.
[13]
Glazzard, J. and Stokoe, J. 2013. Teaching Systematic Synthetic Phonics and Early English. Critical Publishing.
[14]
Glazzard, J. and Stokoe, J. 2017. Teaching systematic synthetic phonics and early English. Critical Publishing.
[15]
Graham, J. and Kelly, A. 2010. Writing under control. Routledge.
[16]
Graham, J. and Kelly, A. 2010. Writing under control. Routledge.
[17]
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 (Feb. 2019), 181–200. DOI:https://doi.org/10.1002/berj.3498.
[18]
Jolliffe, W. 2014. Chapter 2: Speaking and Listening: Spoken Language. Book of Primary English for trainee teachers. SAGE.
[19]
Jolliffe, W. et al. 2015. Teaching systematic synthetic phonics in primary schools. SAGE.
[20]
Letters and sounds - GOV.UK: https://www.gov.uk/government/publications/letters-and-sounds.
[21]
Mallett, M. 2016. A guided reader to early years and primary English: creativity, principles and practice. Routledge.
[22]
McGonigle, S. 2018. Creative planning with whole texts. UKLA.
[23]
McGonigle, S. 2018. Creative planning with whole texts. UKLA.
[24]
Medwell, J. et al. 2017. Primary English: knowledge and understanding. SAGE/Learning Matters.
[25]
Medwell, J. and Wray, D. 2007. Handwriting: what do we know and what do we need to know? Literacy. 41, 1 (Apr. 2007), 10–15. DOI:https://doi.org/10.1111/j.1467-9345.2007.00453.x.
[26]
Myhill, D. et al. 2016. Chapter 1: A creative pedagogy for teaching grammar. Essential primary grammar. Open University Press. 1–9.
[27]
Perkins, M. 2015. Chapter 8: Teaching Comprehension. Becoming a teacher of reading. SAGE. 135–153.
[28]
Tennent, W. et al. 2016. Chapter 3: Strategies for teaching comprehension. Guiding Reading – Layers of Meaning. UCL Institute of Education Press, University College London. 35–45.
[29]
Wyse, D. 2013. Teaching English, language and literacy. Routledge.
[30]
Wyse, D. and Parker, C. 2012. The early literacy handbook: making sense of language and literacy with children birth to seven : a practical guide to the context approach. Practical Pre-School Books.
[31]
Wyse, D. and Parker, C. 2012. The early literacy handbook: making sense of language and literacy with children birth to seven : a practical guide to the context approach. Practical Pre-School Books.
[32]
2014. Building Communities of Engaged Readers. Routledge.
[33]
Development Matters - 2012 DFE.
[34]
DFE 2013 Early years outcomes A non-statutory guide for practitioners and inspectors to help inform understanding of child development through the early years.
[35]
Independent Review of the teaching of Early Reading Final Report (2006) Jim Rose.