1
Brooks G, Dyslexia Trust. What works for children with literacy difficulties?: the effectiveness of intervention schemes. Nottingham: DfES 2016.
2
Carroll JM, Bowyer-Crane C, Duff FJ, et al. Developing Language and Literacy. Chichester, UK: John Wiley & Sons, Ltd 2011.
3
Carter M, Wheldall K. Why Can’t a Teacher Be More Like a Scientist? Science, Pseudoscience and the Art of Teaching. Australasian Journal of Special Education. 2008;32:5–21. doi: 10.1080/10300110701845920
4
Clarke PJ, Hulme C, Snowling MJ, et al. Developing Reading Comprehension. 1st edn. Hoboken: Wiley 2013.
5
Duff FJ, Clarke PJ. Practitioner Review: Reading disorders: what are the effective interventions and how should they be implemented and evaluated? Journal of Child Psychology and Psychiatry. 2011;52:3–12. doi: 10.1111/j.1469-7610.2010.02310.x
6
Griffiths Y, Stuart M. Reviewing evidence-based practice for pupils with dyslexia and literacy difficulties. Journal of Research in Reading. 2013;36:96–116. doi: 10.1111/j.1467-9817.2011.01495.x
7
Hatcher PJ, Duff FJ, Hulme C. Sound Linkage: An Integrated Programme for Overcoming Reading Difficulties. 3rd edn. Hoboken: Wiley 2014.
8
Rose J, Great Britain. Department for Children, Schools and Families. Identifying and teaching children and young people with dyslexia and literacy difficulties. 2009.
9
Snowling MJ. Early identification and interventions for dyslexia: a contemporary view. Journal of Research in Special Educational Needs. 2013;13:7–14. doi: 10.1111/j.1471-3802.2012.01262.x
10
Snowling MJ, Hulme C. Evidence-based interventions for reading and language difficulties: Creating a virtuous circle. British Journal of Educational Psychology. 2011;81:1–23. doi: 10.1111/j.2044-8279.2010.02014.x
11
Stuart M, Stainthorp R. Reading development & teaching. Los Angeles: Sage 2016.
12
Birsh JR. Multisensory teaching of basic language skills. 3rd ed. Baltimore, Md: Paul H. Brookes 2011.
13
Kelly K, Phillips S. Teaching literacy to learners with dyslexia: a multisensory approach. 2nd ed. London: SAGE 2016.
14
Reid G. Dyslexia: a practitioner’s handbook. 5th ed. Chichester, West Sussex: John Wiley & Sons 2016.
15
Thomson M. Supporting students with dyslexia in secondary schools: every class teacher’s guide to removing barriers and raising attainment. London: Routledge 2008.
16
Carroll JM, Bowyer-Crane C, Duff FJ, et al. Developing Language and Literacy. Chichester, UK: John Wiley & Sons, Ltd 2011.
17
Carter M, Wheldall K. Why Can’t a Teacher Be More Like a Scientist? Science, Pseudoscience and the Art of Teaching. Australasian Journal of Special Education. 2008;32:5–21. doi: 10.1080/10300110701845920
18
Griffiths Y, Stuart M. Reviewing evidence-based practice for pupils with dyslexia and literacy difficulties. Journal of Research in Reading. 2013;36:96–116. doi: 10.1111/j.1467-9817.2011.01495.x
19
Hattie J. Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London: Routledge 2009.
20
Snowling MJ, Hulme C. Evidence-based interventions for reading and language difficulties: Creating a virtuous circle. British Journal of Educational Psychology. 2011;81:1–23. doi: 10.1111/j.2044-8279.2010.02014.x
21
Backhouse G, Ruback P. Special needs language and literacy assessment handbook. London: Hodder Education 2011.
22
Scanlon DM, Anderson KL, Sweeney JM. Early intervention for reading difficulties: the interactive strategies approach. Second edition. New York, NY: Guilford Press 2017.
23
Scanlon DM, Anderson KL. Early Intervention for Reading Difficulties: The Interactive Strategies Approach. New York: Guilford Publications 2011.
24
Griffiths Y, Stuart M. Reviewing evidence-based practice for pupils with dyslexia and literacy difficulties. Journal of Research in Reading. 2013;36:96–116. doi: 10.1111/j.1467-9817.2011.01495.x
25
Jones A, Kindersley K. Dyslexia: assessing and reporting : the Patoss guide. [2nd ed.]. London: Hodder Education 2013.
26
Rose J, Great Britain. Department for Children, Schools and Families. Identifying and teaching children and young people with dyslexia and literacy difficulties. [London]: Department for Children, Schools and Families 2009.
27
Backhouse G, Ruback P. Special needs language and literacy assessment handbook. London: Hodder Education 2011.
28
Black P, Wiliam D. Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice. 1998;5:7–74. doi: 10.1080/0969595980050102
29
Black P, Wiliam D. Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice. 1998;5:7–74. doi: 10.1080/0969595980050102
30
Snowling MJ, Stackhouse J. Dyslexia, speech and language: a practitioner’s handbook. 2nd ed. London: Whurr 2006.
31
Phillips S, Kelly KS, Symes L. Assessment of learners with dyslexic-type difficulties. Los Angeles, California: SAGE 2013.
32
Phillips S, Kelly KS, Symes L. Assessment for learners with dyslexia-type difficulties. London: SAGE 2013.
33
Snowling MJ, Stackhouse J. Dyslexia, speech and language: a practitioner’s handbook. 2nd ed. London: Whurr 2006.
34
Reason R, Boote R. Helping children with reading and spelling: a special needs manual. London: Routledge 1994.
35
Reid G. Dyslexia: a practitioner’s handbook. 4th ed. Chichester: Wiley-Blackwell 2009.
36
Reid G. Dyslexia: a practitioner’s handbook. 5th ed. Chichester, West Sussex: John Wiley & Sons 2016.
37
Carroll JM, Bowyer-Crane C, Duff FJ, et al. Developing Language and Literacy. Chichester, UK: John Wiley & Sons, Ltd 2011.
38
Hatcher PJ, Hulme C, Snowling MJ. Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure. Journal of Child Psychology and Psychiatry. 2004;45:338–58. doi: 10.1111/j.1469-7610.2004.00225.x
39
Snowling MJ, Hulme C. Evidence-based interventions for reading and language difficulties: Creating a virtuous circle. British Journal of Educational Psychology. 2011;81:1–23. doi: 10.1111/j.2044-8279.2010.02014.x
40
Compton DL, Fuchs D, Fuchs LS, et al. Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures. Journal of Educational Psychology. 2006;98:394–409. doi: 10.1037/0022-0663.98.2.394
41
Duff FJ, Fieldsend E, Bowyer-Crane C, et al. Reading with vocabulary intervention: evaluation of an instruction for children with poor response to reading intervention. Journal of Research in Reading. 2008;31:319–36. doi: 10.1111/j.1467-9817.2008.00376.x
42
Snowling MJ, Stackhouse J. Dyslexia, speech and language: a practitioner’s handbook. 2nd ed. London: Whurr 2006.
43
Hatcher PJ, Hulme C, Miles JNV, et al. Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial. Journal of Child Psychology and Psychiatry. 2005;47:820–7. doi: 10.1111/j.1469-7610.2005.01559.x
44
Chhabra V, McCardle PD. The voice of evidence in reading research. Baltimore, Md: Paul H. Brookes 2004.
45
Stuart M, Masterson J, Dixon M. Spongelike acquisition of sight vocabulary in beginning readers? Journal of Research in Reading. 2000;23:12–27. doi: 10.1111/1467-9817.00099
46
Cogan J, Flecker M. Dyslexia in secondary school: a practical handbook for teachers, parents and students. London: Whurr 2004.
47
Ebbers SM, Denton CA. A Root Awakening: Vocabulary Instruction for Older Students with Reading Difficulties. Learning Disabilities Research & Practice. 2008;23:90–102. doi: 10.1111/j.1540-5826.2008.00267.x
48
Marinac JV. Phonological core dyslexia in secondary school students. San Diego: Plural Pub 2008.
49
Roberts G, Torgesen JK, Boardman A, et al. Evidence-Based Strategies for Reading Instruction of Older Students with Learning Disabilities. Learning Disabilities Research & Practice. 2008;23:63–9. doi: 10.1111/j.1540-5826.2008.00264.x
50
Addressing Difficulties in Literacy Development. Routledge 2002.
51
Townend J, Turner M. Dyslexia in practice: a guide for teachers. New York: Kluwer 1999.
52
Oxley J, Thomson M, Great Britain. Department for Education and Skills. Special Educational Needs Division, et al. Dyslexia: perspectives for classroom practitioners. [Reading]: [British Dyslexia Association] 2004.
53
LATHAM GP, LOCKE EA. Enhancing the Benefits and Overcoming the Pitfalls of Goal Setting. Organizational Dynamics. 2006;35:332–40. doi: 10.1016/j.orgdyn.2006.08.008
54
Crawley SJ. Remediating reading difficulties. 6th ed. New York: McGraw-Hill 2012.
55
Duff FJ, Fieldsend E, Bowyer-Crane C, et al. Reading with vocabulary intervention: evaluation of an instruction for children with poor response to reading intervention. Journal of Research in Reading. 2008;31:319–36. doi: 10.1111/j.1467-9817.2008.00376.x
56
Carroll JM, Bowyer-Crane C, Duff FJ, et al. Developing Language and Literacy. Chichester, UK: John Wiley & Sons, Ltd 2011.
57
Nash M. Developing Reading Comprehension. Child and Adolescent Mental Health. 2014;19:160–160. doi: 10.1111/camh.12061_5
58
Hatcher PJ, Duff FJ, Hulme C. Sound Linkage: An Integrated Programme for Overcoming Reading Difficulties. 3rd edn. Hoboken: Wiley 2014.
59
Hatcher PJ, Hulme C, Miles JNV, et al. Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial. Journal of Child Psychology and Psychiatry. 2005;47:820–7. doi: 10.1111/j.1469-7610.2005.01559.x
60
Rack J, Turner M. The study of dyslexia. New York: Kluwer Academic/Plenum Publishers 2004.
61
Snowling MJ, Stackhouse J. Dyslexia, speech and language: a practitioner’s handbook. 2nd ed. London: Whurr 2006.
62
Seabrook R, Brown GDA, Solity JE. Distributed and massed practice: from laboratory to classroom. Applied Cognitive Psychology. 2005;19:107–22. doi: 10.1002/acp.1066
63
Solity J, Vousden J. Real books vs reading schemes: a new perspective from instructional psychology. Educational Psychology. 2009;29:469–511. doi: 10.1080/01443410903103657
64
Carroll JM, Bowyer-Crane C, Duff FJ, et al. Developing Language and Literacy. Chichester, UK: John Wiley & Sons, Ltd 2011.
65
Duff FJ, Hayiou-Thomas ME, Hulme C. Evaluating the effectiveness of a phonologically based reading intervention for struggling readers with varying language profiles. Reading and Writing. 2012;25:621–40. doi: 10.1007/s11145-010-9291-6
66
Brooks G, Dyslexia Trust. What works for children with literacy difficulties?: the effectiveness of intervention schemes. Nottingham: DfES 2016.
67
Carroll JM, Bowyer-Crane C, Duff FJ, et al. Developing Language and Literacy. Chichester, UK: John Wiley & Sons, Ltd 2011.
68
Griffiths Y, Stuart M. Reviewing evidence-based practice for pupils with dyslexia and literacy difficulties. Journal of Research in Reading. 2013;36:96–116. doi: 10.1111/j.1467-9817.2011.01495.x
69
Wanzek J, Wexler J, Vaughn S, et al. Reading interventions for struggling readers in the upper elementary grades: a synthesis of 20 years of research. Reading and Writing. 2010;23:889–912. doi: 10.1007/s11145-009-9179-5
70
Hatcher PJ, Hulme C, Miles JNV, et al. Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial. Journal of Child Psychology and Psychiatry. 2005;47:820–7. doi: 10.1111/j.1469-7610.2005.01559.x
71
Hindson B, Byrne B, Fielding-Barnsley R, et al. Assessment and Early Instruction of Preschool Children at Risk for Reading Disability. Journal of Educational Psychology. 2005;97:687–704. doi: 10.1037/0022-0663.97.4.687
72
Melby-Lervåg M, Lyster S-AH, Hulme C. Phonological skills and their role in learning to read: A meta-analytic review. Psychological Bulletin. 2012;138:322–52. doi: 10.1037/a0026744
73
Hulme C, Snowling MJ. The science of reading: a handbook. Oxford: Blackwell Publishing 2007.
74
Snowling MJ. Early identification and interventions for dyslexia: a contemporary view. Journal of Research in Special Educational Needs. 2013;13:7–14. doi: 10.1111/j.1471-3802.2012.01262.x
75
Duff FJ, Hayiou-Thomas ME, Hulme C. Evaluating the effectiveness of a phonologically based reading intervention for struggling readers with varying language profiles. Reading and Writing. 2012;25:621–40. doi: 10.1007/s11145-010-9291-6
76
Ron Nelson J, Benner GJ, Gonzalez J. Learner Characteristics that Influence the Treatment Effectiveness of Early Literacy Interventions: A Meta-Analytic Review. Learning Disabilities Research and Practice. 2003;18:255–67. doi: 10.1111/1540-5826.00080
77
Rose J, Great Britain. Department for Children, Schools and Families. Identifying and teaching children and young people with dyslexia and literacy difficulties. [London]: Department for Children, Schools and Families 2009.
78
Snowling MJ, Hulme C. Evidence-based interventions for reading and language difficulties: Creating a virtuous circle. British Journal of Educational Psychology. 2011;81:1–23. doi: 10.1111/j.2044-8279.2010.02014.x
79
Fuchs LS, Fuchs D, Compton DL. Rethinking Response to Intervention at Middle and High School. School Psychology Review. 2010;39:22–8. doi: 10.1080/02796015.2010.12087787
80
Roberts G, Torgesen JK, Boardman A, et al. Evidence-Based Strategies for Reading Instruction of Older Students with Learning Disabilities. Learning Disabilities Research & Practice. 2008;23:63–9. doi: 10.1111/j.1540-5826.2008.00264.x
81
Sainsbury M, Whetton C, Mason K, et al. Fallback in attainment on transfer at age 11: evidence from the Summer Literacy Schools evaluation. Educational Research. 1998;40:73–81. doi: 10.1080/0013188980400107
82
Hulme C, Snowling MJ. The science of reading: a handbook. Oxford: Blackwell Publishing 2007.
83
Vaughn S, Fletcher JM. Response to Intervention With Secondary School Students With Reading Difficulties. Journal of Learning Disabilities. 2012;45:244–56. doi: 10.1177/0022219412442157
84
Wanzek J, Wexler J, Vaughn S, et al. Reading interventions for struggling readers in the upper elementary grades: a synthesis of 20 years of research. Reading and Writing. 2010;23:889–912. doi: 10.1007/s11145-009-9179-5
85
Cogan J, Flecker M. Dyslexia in secondary school: a practical handbook for teachers, parents and students. London: Whurr 2004.
86
Ebbers SM, Denton CA. A Root Awakening: Vocabulary Instruction for Older Students with Reading Difficulties. Learning Disabilities Research & Practice. 2008;23:90–102. doi: 10.1111/j.1540-5826.2008.00267.x
87
Marinac JV. Phonological core dyslexia in secondary school students. San Diego: Plural Pub 2008.
88
The SAGE Handbook of Writing Development. 1 Oliver’s Yard, 55 City Road, London EC1Y 1SP United Kingdom : SAGE Publications Ltd 2009.
89
Townend J, Turner M. Dyslexia in practice: a guide for teachers. New York: Kluwer 1999.
90
Clarke PJ, Snowling MJ, Truelove E, et al. Ameliorating Children’s Reading-Comprehension Difficulties. Psychological Science. 2010;21:1106–16. doi: 10.1177/0956797610375449
91
Nation, KateClarke, PaulaMarshall, Catherine MDurand, Marianne. Hidden Language Impairments in Children: Parallels Between Poor Reading Comprehension and Specific Language Impairment? Journal of Speech, Language, and Hearing Research. ;47:199–211.
92
Duff FJ, Fieldsend E, Bowyer-Crane C, et al. Reading with vocabulary intervention: evaluation of an instruction for children with poor response to reading intervention. Journal of Research in Reading. 2008;31:319–36. doi: 10.1111/j.1467-9817.2008.00376.x
93
Greenway C. The Process, Pitfalls and Benefits of Implementing a Reciprocal Teaching Intervention to Improve the Reading Comprehension of a Group of Year 6 Pupils. Educational Psychology in Practice. 2002;18:113–37. doi: 10.1080/02667360220144557
94
MacKay N. Removing dyslexia as a barrier to achievement: the dyslexia friendly schools toolkit. 3rd ed. Wakefield: SEN 2012.
95
Addressing Difficulties in Literacy Development. Routledge 2002.
96
WRAY D. Comprehension monitoring, metacognition and other mysterious processes. Support for Learning. 1994;9:107–13. doi: 10.1111/j.1467-9604.1994.tb00169.x
97
Donovan JL, Marshall CR. Comparing the Verbal Self-Reports of Spelling Strategies Used by Children With and Without Dyslexia. International Journal of Disability, Development and Education. 2016;63:27–44. doi: 10.1080/1034912X.2015.1111302
98
Improving Literacy by Teaching Morphemes. Routledge 2006.
99
Teaching Spelling. Routledge 2014.
100
Bourassa D, Treiman R. Spelling in Children With Dyslexia: Analyses From the Treiman-Bourassa Early Spelling Test. Scientific Studies of Reading. 2003;7:309–33. doi: 10.1207/S1532799XSSR0704_1
101
Hurry * J, Nunes T, Bryant P, et al. Transforming research on morphology into teacher practice. Research Papers in Education. 2005;20:187–206. doi: 10.1080/02671520500078291
102
Oxley J, Thomson M, Great Britain. Department for Education and Skills. Special Educational Needs Division, et al. Dyslexia: perspectives for classroom practitioners. [Reading]: [British Dyslexia Association] 2004.
103
Jamieson C, Jamieson J. Manual for testing and teaching English spelling: a comprehensive and structured system for the planning and delivery of spelling intervention. London: Whurr 2003.
104
Nunes T, Bryant P, Olsson J. Learning Morphological and Phonological Spelling Rules: An Intervention Study. Scientific Studies of Reading. 2003;7:289–307. doi: 10.1207/S1532799XSSR0703_6
105
Stirling J. Teaching spelling to English language learners. Raleigh, United States: Lulu 2011.
106
Clarke PJ, Snowling MJ, Truelove E, et al. Ameliorating Children’s Reading-Comprehension Difficulties. Psychological Science. 2010;21:1106–16. doi: 10.1177/0956797610375449
107
Nash M. Developing Reading Comprehension. Child and Adolescent Mental Health. 2014;19:160–160. doi: 10.1111/camh.12061_5
108
Duff FJ, Fieldsend E, Bowyer-Crane C, et al. Reading with vocabulary intervention: evaluation of an instruction for children with poor response to reading intervention. Journal of Research in Reading. 2008;31:319–36. doi: 10.1111/j.1467-9817.2008.00376.x
109
Oakhill J, Cain K, Elbro C. Understanding and teaching reading comprehension: a handbook. London: Routledge 2015.
110
Oakhill J, Cain K, Elbro C. Understanding and Teaching Reading Comprehension: A handbook. Hoboken: Taylor and Francis 2014.
111
Roberts W, Norwich B. Using precision teaching to enhance the word reading skills and academic self‐concept of secondary school students: a role for professional educational psychologists. Educational Psychology in Practice. 2010;26:279–98. doi: 10.1080/02667363.2010.495215
112
Hoy MMP, Egan MY, Feder KP. A Systematic Review of Interventions to Improve Handwriting. Canadian Journal of Occupational Therapy. 2011;78:13–25. doi: 10.2182/cjot.2011.78.1.3
113
Santangelo T, Graham S. A Comprehensive Meta-analysis of Handwriting Instruction. Educational Psychology Review. 2016;28:225–65. doi: 10.1007/s10648-015-9335-1
114
Snowling MJ, Stackhouse J. Dyslexia, speech and language: a practitioner’s handbook. 2nd ed. London: Whurr 2006.
115
Broomfield H, Combley M. Overcoming dyslexia: a practical handbook for the classroom. 2nd ed. London: Whurr 2003.
116
Townend J, Turner M. Dyslexia in practice: a guide for teachers. New York: Kluwer 1999.
117
Mortimore T, editor. Dyslexia and Learning Style. West Sussex, England: Jhon Wiley & Sons, Ltd 2008.
118
Alstad Z, Barnett A, Connelly V, et al. Modes of Alphabet Letter Production during Middle Childhood and Adolescence: Interrelationships with Each Other and Other Writing Skills. Journal of Writing Research. 2015;6:199–231. doi: 10.17239/jowr-2015.06.03.1
119
Chambers ME, Sugden D. Children with Developmental Coordination Disorder. London: Whurr 2005.
120
Christensen CA. The Role of Orthographic–Motor Integration in the Production of Creative and Well‐Structured Written Text for Students in Secondary School. Educational Psychology. 2005;25:441–53. doi: 10.1080/01443410500042076
121
Sumner E, Connelly V, Barnett AL. The influence of spelling ability on handwriting production: Children with and without dyslexia. Journal of Experimental Psychology: Learning, Memory, and Cognition. 2014;40:1441–7. doi: 10.1037/a0035785
122
Broomfield H, Combley M. Overcoming dyslexia: a practical handbook for the classroom. 2nd ed. London: Whurr 2003.
123
Addressing Difficulties in Literacy Development. Routledge 2002.
124
Hulme C, Snowling MJ. Developmental Disorders of Language Learning and Cognition. 1st edn. Hoboken: Wiley 2009.
125
MacKay N. Removing dyslexia as a barrier to achievement: the dyslexia friendly schools toolkit. 3rd ed. Wakefield: SEN 2012.
126
Bryant DP, Goodwin M, Bryant BR, et al. Vocabulary Instruction for Students with Learning Disabilities: A Review of the Research. Learning Disability Quarterly. 2003;26. doi: 10.2307/1593594
127
Cogan J, Flecker M. Dyslexia in secondary school: a practical handbook for teachers, parents and students. London: Whurr 2004.
128
Denti L, Guerin GR. Effective practice for adolescents with reading and literacy challenges. New York: Routledge 2008.
129
Ebbers SM, Denton CA. A Root Awakening: Vocabulary Instruction for Older Students with Reading Difficulties. Learning Disabilities Research & Practice. 2008;23:90–102. doi: 10.1111/j.1540-5826.2008.00267.x
130
Torgerson C, Porthouse J, Brooks G. A systematic review of controlled trials evaluating interventions in adult literacy and numeracy. Journal of Research in Reading. 2005;28:87–107. doi: 10.1111/j.1467-9817.2005.00256.x
131
Bird R. The dyscalculia toolkit: supporting learning difficulties in maths. Third edition. Los Angeles: SAGE 2017.
132
Chinn SJ, Ashcroft JR. Mathematics for dyslexics: a teaching handbook. 2nd ed. London: Whurr 1998.
133
Gifford S. Dyscalculia: myths and models. Research in Mathematics Education. 2006;8:35–51. doi: 10.1080/14794800008520157
134
Hecht SA, Torgesen JK, Wagner RK, et al. The Relations between Phonological Processing Abilities and Emerging Individual Differences in Mathematical Computation Skills: A Longitudinal Study from Second to Fifth Grades. Journal of Experimental Child Psychology. 2001;79:192–227. doi: 10.1006/jecp.2000.2586
135
Dyslexia, Dyscalculia and Mathematics. Routledge 2012.
136
Hunt JH, Valentine C, Bryant DP, et al. Supplemental Mathematics Intervention: How and Why Special Educators Intensify Intervention for Students With Learning Disabilities. Remedial and Special Education. 2016;37:78–88. doi: 10.1177/0741932515597293
137
Lewis C, Hitch GJ, Walker P. The Prevalence of Specific Arithmetic Difficulties and Specific Reading Difficulties in 9- to 10-year-old Boys and Girls. Journal of Child Psychology and Psychiatry. 1994;35:283–92. doi: 10.1111/j.1469-7610.1994.tb01162.x
138
Marsh HW, British Psychological Society. Education Section. Self-concept theory, measurement and research into practice: the role of self-concept in educational psychology. Leicester: British Psychological Society 2006.
139
Dyslexia and Mathematics. Routledge 2004.
140
Yeo D, editor. Dyslexia, Dyspraxia and Mathematics. Philadelphia, PA, USA: Whurr Publishers Ltd 2002.
141
Young‐Loveridge JM. The relationship between children’s home experiences and their mathematical skills on entry to school. Early Child Development and Care. 1989;43:43–59. doi: 10.1080/0300443890430105
142
Buckingham D. Beyond Technology: Children’s Learning in the Age of Digital Culture. 1st edn. Hoboken: Wiley 2013.
143
Burden RL, Snowling MJ. Dyslexia and self-concept: seeking a dyslexic identity. London: Whurr 2005.
144
Addressing Difficulties in Literacy Development. Routledge 2002.
145
Snowling MJ, Stackhouse J. Dyslexia, speech and language: a practitioner’s handbook. 2nd ed. London: Whurr 2006.
146
Rack J, Turner M. The study of dyslexia. New York: Kluwer Academic/Plenum Publishers 2004.
147
Abrami PC, Bernard RM, Borokhovski E, et al. Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta-Analysis. Review of Educational Research. 2008;78:1102–34. doi: 10.3102/0034654308326084
148
Dignath C, Buettner G, Langfeldt H-P. How can primary school students learn self-regulated learning strategies most effectively? Educational Research Review. 2008;3:101–29. doi: 10.1016/j.edurev.2008.02.003
149
Mortimore T, editor. Dyslexia and Learning Style. West Sussex, England: Jhon Wiley & Sons, Ltd 2008.
150
Mortimore T, Dupree J. Dyslexia-friendly Practice in the Secondary Classroom. 1st edn. London: SAGE Publications 2008.
151
The Routledge Companion to Dyslexia. Routledge 2009.
152
Rose J, Great Britain. Department for Children, Schools and Families. Identifying and teaching children and young people with dyslexia and literacy difficulties. [London]: Department for Children, Schools and Families 2009.
153
Pashler H, McDaniel M, Rohrer D, et al. Learning Styles. Psychological Science in the Public Interest. 2008;9:105–19. doi: 10.1111/j.1539-6053.2009.01038.x
154
Townend J, Turner M. Dyslexia in practice: a guide for teachers. New York: Kluwer 1999.
155
Oxley J, Thomson M, Great Britain. Department for Education and Skills. Special Educational Needs Division, et al. Dyslexia: perspectives for classroom practitioners. [Reading]: [British Dyslexia Association] 2004.
156
MacKay N. Removing dyslexia as a barrier to achievement: the dyslexia friendly schools toolkit. 3rd ed. Wakefield: SEN 2012.
