Adoniou, Misty, ‘What Should Teachers Know about Spelling?’, Literacy, 48.3 (2014), 144–54 <https://doi.org/10.1111/lit.12017>
Bearne, Eve, and David Reedy, Teaching Primary English: Subject Knowledge and Classroom Practice (Abingdon, Oxon: Routledge, 2018) <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781134810628>
———, Teaching Primary English: Subject Knowledge and Classroom Practice (Abingdon, Oxon: Routledge, 2018) <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781134810628>
———, ‘Teaching Primary English: Subject Knowledge and Classroom Practice’ (Abingdon, Oxon: Routledge, 2018) <https://contentstore.cla.co.uk/secure/link?id=39e141dc-89b2-e811-80cd-005056af4099>
———, Teaching Primary English: Subject Knowledge and Classroom Practice (Abingdon, Oxon: Routledge, 2018) <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781134810628>
———, Teaching Primary English: Subject Knowledge and Classroom Practice (Abingdon, Oxon: Routledge, 2018) <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781134810628>
———, Teaching Primary English: Subject Knowledge and Classroom Practice (Abingdon, Oxon: Routledge, 2018) <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781134810628>
———, Teaching Primary English: Subject Knowledge and Classroom Practice (Abingdon, Oxon: Routledge, 2018) <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781134810628>
Bodman, Susan, and Glen Franklin, Which Book and Why: Using Book Bands and Book Levels for Guided Reading in Key Stage 1 (London: Institute of Education Press, 2014) <https://contentstore.cla.co.uk/secure/link?id=6bfda027-8ab2-e811-80cd-005056af4099>
Bradbury, Alice, ‘The Impact of the Phonics Screening Check on Grouping by Ability: A “Necessary Evil” amid the Policy Storm’, British Educational Research Journal, 44.4 (2018), 539–56 <https://doi.org/10.1002/berj.3449>
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Elborn, Sally, ‘Section 4: Assessing Reading’, in Handbook of Teaching Early Reading: More than Phonics ([Leicester]: United Kingdom Literacy Association) <https://contentstore.cla.co.uk/secure/link?id=8df1f0c1-e5a8-e711-80cb-005056af4099>
Glazzard, Jonathan, and Jane Stokoe, Teaching Systematic Synthetic Phonics and Early English, 1st edn (Northwich: Critical Publishing, 2013) <http://ucl.eblib.com/patron/FullRecord.aspx?p=1510746>
———, Teaching Systematic Synthetic Phonics and Early English, Second edition (Northwich: Critical Publishing, 2017) <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781911106524>
Graham, Judith, and Alison Kelly, Writing under Control, 3rd ed (London: Routledge, 2010) <http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3637244550004761&institutionId=4761&customerId=4760>
———, Writing under Control, 3rd ed (London: Routledge, 2010) <http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3327306330004761&institutionId=4761&customerId=4760>
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Jolliffe, Wendy, Angela Carss, and David Waugh, ‘Teaching Systematic Synthetic Phonics in Primary Schools’, 2nd ed (Los Angeles: SAGE, 2015) <https://contentstore.cla.co.uk/secure/link?id=13730b5c-83b2-e811-80cd-005056af4099>
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Medwell, Jane, and David Wray, ‘Handwriting: What Do We Know and What Do We Need to Know?’, Literacy, 41.1 (2007), 10–15 <https://doi.org/10.1111/j.1467-9345.2007.00453.x>
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Myhill, Debra, Susan Jones, and Helen Lines, ‘Chapter 1: A Creative Pedagogy for Teaching Grammar’, in Essential Primary Grammar (Bershire, England: Open University Press, 2016), pp. 1–9 <https://contentstore.cla.co.uk/secure/link?id=aabc5aeb-4292-e711-80cb-005056af4099>
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