Bibliography for PHDEG571B: Evidence Based Practice: Specific Learning Difficulties (Dyslexia): Module 2 BETA

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Addressing Difficulties in Literacy Development (2002c). Routledge. Available at: https://doi.org/10.4324/9781315015712.

Addressing Difficulties in Literacy Development (2002d). Routledge. Available at: https://doi.org/10.4324/9781315015712.

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Brooks, G. and Dyslexia Trust (2016a) What works for children with literacy difficulties?: the effectiveness of intervention schemes. Nottingham: DfES. Available at: http://www.interventionsforliteracy.org.uk/wp-content/uploads/2017/11/What-Works-5th-edition-Rev-Oct-2016.pdf.

Brooks, G. and Dyslexia Trust (2016b) What works for children with literacy difficulties?: the effectiveness of intervention schemes. Nottingham: DfES. Available at: http://www.interventionsforliteracy.org.uk/wp-content/uploads/2017/11/What-Works-5th-edition-Rev-Oct-2016.pdf.

Broomfield, H. and Combley, M. (2003a) Overcoming dyslexia: a practical handbook for the classroom. 2nd ed. London: Whurr.

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Bryant, D.P. et al. (2003) ‘Vocabulary Instruction for Students with Learning Disabilities: A Review of the Research’, Learning Disability Quarterly, 26(2). Available at: https://doi.org/10.2307/1593594.

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Burden, R.L. and Snowling, M.J. (2005) Dyslexia and self-concept: seeking a dyslexic identity. London: Whurr.

Carroll, J.M. et al. (2011a) Developing Language and Literacy. Chichester, UK: John Wiley & Sons, Ltd. Available at: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3835146280004761&institutionId=4761&customerId=4760.

Carroll, J.M. et al. (2011b) Developing Language and Literacy. Chichester, UK: John Wiley & Sons, Ltd. Available at: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3835146280004761&institutionId=4761&customerId=4760.

Carroll, J.M. et al. (2011c) Developing Language and Literacy. Chichester, UK: John Wiley & Sons, Ltd. Available at: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3835146280004761&institutionId=4761&customerId=4760.

Carroll, J.M. et al. (2011d) Developing Language and Literacy. Chichester, UK: John Wiley & Sons, Ltd. Available at: https://doi.org/10.1002/9780470977460.

Carroll, J.M. et al. (2011e) Developing Language and Literacy. Chichester, UK: John Wiley & Sons, Ltd. Available at: https://doi.org/10.1002/9780470977460.

Carroll, J.M. et al. (2011f) Developing Language and Literacy. Chichester, UK: John Wiley & Sons, Ltd. Available at: https://doi.org/10.1002/9780470977460.

Carter, M. and Wheldall, K. (2008a) ‘Why Can’t a Teacher Be More Like a Scientist? Science, Pseudoscience and the Art of Teaching’, Australasian Journal of Special Education, 32(1), pp. 5–21. Available at: https://doi.org/10.1080/10300110701845920.

Carter, M. and Wheldall, K. (2008b) ‘Why Can’t a Teacher Be More Like a Scientist? Science, Pseudoscience and the Art of Teaching’, Australasian Journal of Special Education, 32(1), pp. 5–21. Available at: https://doi.org/10.1080/10300110701845920.

Chambers, M.E. and Sugden, D. (2005) Children with Developmental Coordination Disorder. London: Whurr.

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Christensen, C.A. (2005) ‘The Role of Orthographic–Motor Integration in the Production of Creative and Well‐Structured Written Text for Students in Secondary School’, Educational Psychology, 25(5), pp. 441–453. Available at: https://doi.org/10.1080/01443410500042076.

Clarke, P.J. et al. (2010a) ‘Ameliorating Children’s Reading-Comprehension Difficulties’, Psychological Science, 21(8), pp. 1106–1116. Available at: https://doi.org/10.1177/0956797610375449.

Clarke, P.J. et al. (2010b) ‘Ameliorating Children’s Reading-Comprehension Difficulties’, Psychological Science, 21(8), pp. 1106–1116. Available at: https://doi.org/10.1177/0956797610375449.

Clarke, P.J. et al. (2013) Developing Reading Comprehension [electronic resource]. 1st edn. Hoboken: Wiley. Available at: http://ucl.eblib.com/patron/FullRecord.aspx?p=1420227.

Cogan, J. and Flecker, M. (2004a) Dyslexia in secondary school: a practical handbook for teachers, parents and students. London: Whurr.

Cogan, J. and Flecker, M. (2004b) Dyslexia in secondary school: a practical handbook for teachers, parents and students. London: Whurr.

Cogan, J. and Flecker, M. (2004c) Dyslexia in secondary school: a practical handbook for teachers, parents and students. London: Whurr.

Compton, D.L. et al. (2006) ‘Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures.’, Journal of Educational Psychology, 98(2), pp. 394–409. Available at: https://doi.org/10.1037/0022-0663.98.2.394.

Crawley, S.J. (2012) Remediating reading difficulties. 6th ed. New York: McGraw-Hill.

Denti, L. and Guerin, G.R. (2008) Effective practice for adolescents with reading and literacy challenges. New York: Routledge.

Dignath, C., Buettner, G. and Langfeldt, H.-P. (2008) ‘How can primary school students learn self-regulated learning strategies most effectively?’, Educational Research Review, 3(2), pp. 101–129. Available at: https://doi.org/10.1016/j.edurev.2008.02.003.

Donovan, J.L. and Marshall, C.R. (2016) ‘Comparing the Verbal Self-Reports of Spelling Strategies Used by Children With and Without Dyslexia’, International Journal of Disability, Development and Education, 63(1), pp. 27–44. Available at: https://doi.org/10.1080/1034912X.2015.1111302.

Duff, F.J. et al. (2008a) ‘Reading with vocabulary intervention: evaluation of an instruction for children with poor response to reading intervention’, Journal of Research in Reading, 31(3), pp. 319–336. Available at: https://doi.org/10.1111/j.1467-9817.2008.00376.x.

Duff, F.J. et al. (2008b) ‘Reading with vocabulary intervention: evaluation of an instruction for children with poor response to reading intervention’, Journal of Research in Reading, 31(3), pp. 319–336. Available at: https://doi.org/10.1111/j.1467-9817.2008.00376.x.

Duff, F.J. et al. (2008c) ‘Reading with vocabulary intervention: evaluation of an instruction for children with poor response to reading intervention’, Journal of Research in Reading, 31(3), pp. 319–336. Available at: https://doi.org/10.1111/j.1467-9817.2008.00376.x.

Duff, F.J. et al. (2008d) ‘Reading with vocabulary intervention: evaluation of an instruction for children with poor response to reading intervention’, Journal of Research in Reading, 31(3), pp. 319–336. Available at: https://doi.org/10.1111/j.1467-9817.2008.00376.x.

Duff, F.J. and Clarke, P.J. (2011) ‘Practitioner Review: Reading disorders: what are the effective interventions and how should they be implemented and evaluated?’, Journal of Child Psychology and Psychiatry, 52(1), pp. 3–12. Available at: https://doi.org/10.1111/j.1469-7610.2010.02310.x.

Duff, F.J., Hayiou-Thomas, M.E. and Hulme, C. (2012a) ‘Evaluating the effectiveness of a phonologically based reading intervention for struggling readers with varying language profiles’, Reading and Writing, 25(3), pp. 621–640. Available at: https://doi.org/10.1007/s11145-010-9291-6.

Duff, F.J., Hayiou-Thomas, M.E. and Hulme, C. (2012b) ‘Evaluating the effectiveness of a phonologically based reading intervention for struggling readers with varying language profiles’, Reading and Writing, 25(3), pp. 621–640. Available at: https://doi.org/10.1007/s11145-010-9291-6.

Dyslexia and Mathematics (2004). Routledge. Available at: https://doi.org/10.4324/9780203390061.

Dyslexia, Dyscalculia and Mathematics (2012). Routledge. Available at: https://doi.org/10.4324/9780203803882.

Ebbers, S.M. and Denton, C.A. (2008a) ‘A Root Awakening: Vocabulary Instruction for Older Students with Reading Difficulties’, Learning Disabilities Research & Practice, 23(2), pp. 90–102. Available at: https://doi.org/10.1111/j.1540-5826.2008.00267.x.

Ebbers, S.M. and Denton, C.A. (2008b) ‘A Root Awakening: Vocabulary Instruction for Older Students with Reading Difficulties’, Learning Disabilities Research & Practice, 23(2), pp. 90–102. Available at: https://doi.org/10.1111/j.1540-5826.2008.00267.x.

Ebbers, S.M. and Denton, C.A. (2008c) ‘A Root Awakening: Vocabulary Instruction for Older Students with Reading Difficulties’, Learning Disabilities Research & Practice, 23(2), pp. 90–102. Available at: https://doi.org/10.1111/j.1540-5826.2008.00267.x.

Fuchs, L.S., Fuchs, D. and Compton, D.L. (2010) ‘Rethinking Response to Intervention at Middle and High School’, School Psychology Review, 39(1), pp. 22–28. Available at: https://doi.org/10.1080/02796015.2010.12087787.

Gifford, S. (2006) ‘Dyscalculia: myths and models’, Research in Mathematics Education, 8(1), pp. 35–51. Available at: https://doi.org/10.1080/14794800008520157.

Greenway, C. (2002) ‘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, 18(2), pp. 113–137. Available at: https://doi.org/10.1080/02667360220144557.

Griffiths, Y. and Stuart, M. (2013a) ‘Reviewing evidence-based practice for pupils with dyslexia and literacy difficulties’, Journal of Research in Reading, 36(1), pp. 96–116. Available at: https://doi.org/10.1111/j.1467-9817.2011.01495.x.

Griffiths, Y. and Stuart, M. (2013b) ‘Reviewing evidence-based practice for pupils with dyslexia and literacy difficulties’, Journal of Research in Reading, 36(1), pp. 96–116. Available at: https://doi.org/10.1111/j.1467-9817.2011.01495.x.

Griffiths, Y. and Stuart, M. (2013c) ‘Reviewing evidence-based practice for pupils with dyslexia and literacy difficulties’, Journal of Research in Reading, 36(1), pp. 96–116. Available at: https://doi.org/10.1111/j.1467-9817.2011.01495.x.

Griffiths, Y. and Stuart, M. (2013d) ‘Reviewing evidence-based practice for pupils with dyslexia and literacy difficulties’, Journal of Research in Reading, 36(1), pp. 96–116. Available at: https://doi.org/10.1111/j.1467-9817.2011.01495.x.

Hatcher, P.J. et al. (2005a) ‘Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial’, Journal of Child Psychology and Psychiatry, 47(8), pp. 820–827. Available at: https://doi.org/10.1111/j.1469-7610.2005.01559.x.

Hatcher, P.J. et al. (2005b) ‘Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial’, Journal of Child Psychology and Psychiatry, 47(8), pp. 820–827. Available at: https://doi.org/10.1111/j.1469-7610.2005.01559.x.

Hatcher, P.J. et al. (2005c) ‘Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial’, Journal of Child Psychology and Psychiatry, 47(8), pp. 820–827. Available at: https://doi.org/10.1111/j.1469-7610.2005.01559.x.

Hatcher, P.J., Duff, F.J. and Hulme, C. (2014a) Sound Linkage: An Integrated Programme for Overcoming Reading Difficulties. 3rd edn. Hoboken: Wiley. Available at: http://UCL.eblib.com/patron/FullRecord.aspx?p=1638365.

Hatcher, P.J., Duff, F.J. and Hulme, C. (2014b) Sound Linkage: An Integrated Programme for Overcoming Reading Difficulties. 3rd edn. Hoboken: Wiley. Available at: http://UCL.eblib.com/patron/FullRecord.aspx?p=1638365.

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.

Hattie, J. (2009) Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London: Routledge. Available at: https://ucl.userservices.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=5482863310004761&institutionId=4761&customerId=4760.

Hecht, S.A. et al. (2001) ‘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, 79(2), pp. 192–227. Available at: https://doi.org/10.1006/jecp.2000.2586.

Hindson, B. et al. (2005) ‘Assessment and Early Instruction of Preschool Children at Risk for Reading Disability.’, Journal of Educational Psychology, 97(4), pp. 687–704. Available at: https://doi.org/10.1037/0022-0663.97.4.687.

Hoy, M.M.P., Egan, M.Y. and Feder, K.P. (2011) ‘A Systematic Review of Interventions to Improve Handwriting’, Canadian Journal of Occupational Therapy, 78(1), pp. 13–25. Available at: https://doi.org/10.2182/cjot.2011.78.1.3.

Hulme, C. and Snowling, M.J. (2007a) The science of reading: a handbook [electronic resource]. Oxford: Blackwell Publishing. Available at: http://libproxy.ucl.ac.uk/login?url=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780470757635.

Hulme, C. and Snowling, M.J. (2007b) The science of reading: a handbook [electronic resource]. Oxford: Blackwell Publishing. Available at: http://libproxy.ucl.ac.uk/login?url=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780470757635.

Hulme, C. and Snowling, M.J. (2009) Developmental Disorders of Language Learning and Cognition [electronic resource]. 1st edn. Hoboken: Wiley. Available at: http://UCL.eblib.com/patron/FullRecord.aspx?p=1166316.

Hunt, J.H. et al. (2016) ‘Supplemental Mathematics Intervention: How and Why Special Educators Intensify Intervention for Students With Learning Disabilities’, Remedial and Special Education, 37(2), pp. 78–88. Available at: https://doi.org/10.1177/0741932515597293.

Hurry *, J. et al. (2005) ‘Transforming research on morphology into teacher practice’, Research Papers in Education, 20(2), pp. 187–206. Available at: https://doi.org/10.1080/02671520500078291.

Improving Literacy by Teaching Morphemes (2006). Routledge. Available at: https://doi.org/10.4324/9780203969557.

Jamieson, C. and Jamieson, J. (2003) Manual for testing and teaching English spelling: a comprehensive and structured system for the planning and delivery of spelling intervention. London: Whurr.

Jones, A. and Kindersley, K. (2013) Dyslexia: assessing and reporting : the Patoss guide [electronic resource]. [2nd ed.]. London: Hodder Education. Available at: http://UCL.eblib.com/patron/FullRecord.aspx?p=1531896.

Kelly, K. and Phillips, S. (2016) Teaching literacy to learners with dyslexia: a multisensory approach. 2nd ed. London: SAGE.

LATHAM, G.P. and LOCKE, E.A. (2006) ‘Enhancing the Benefits and Overcoming the Pitfalls of Goal Setting’, Organizational Dynamics, 35(4), pp. 332–340. Available at: https://doi.org/10.1016/j.orgdyn.2006.08.008.

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MacKay, N. (2012a) Removing dyslexia as a barrier to achievement: the dyslexia friendly schools toolkit. 3rd ed. Wakefield: SEN.

MacKay, N. (2012b) Removing dyslexia as a barrier to achievement: the dyslexia friendly schools toolkit. 3rd ed. Wakefield: SEN.

MacKay, N. (2012c) Removing dyslexia as a barrier to achievement: the dyslexia friendly schools toolkit. 3rd ed. Wakefield: SEN.

Marinac, J.V. (2008a) Phonological core dyslexia in secondary school students. San Diego: Plural Pub.

Marinac, J.V. (2008b) Phonological core dyslexia in secondary school students. San Diego: Plural Pub.

Marsh, H.W. and British Psychological Society. Education Section (2006) Self-concept theory, measurement and research into practice: the role of self-concept in educational psychology. Leicester: British Psychological Society.

Melby-Lervåg, M., Lyster, S.-A.H. and Hulme, C. (2012) ‘Phonological skills and their role in learning to read: A meta-analytic review.’, Psychological Bulletin, 138(2), pp. 322–352. Available at: https://doi.org/10.1037/a0026744.

Mortimore, T. (ed.) (2008a) Dyslexia and Learning Style. West Sussex, England: Jhon Wiley & Sons, Ltd. Available at: https://doi.org/10.1002/9780470987940.

Mortimore, T. (ed.) (2008b) Dyslexia and Learning Style. West Sussex, England: Jhon Wiley & Sons, Ltd. Available at: https://doi.org/10.1002/9780470987940.

Mortimore, T. and Dupree, J. (2008) Dyslexia-friendly Practice in the Secondary Classroom [electronic resource]. 1st edn. London: SAGE Publications. Available at: http://UCL.eblib.com/patron/FullRecord.aspx?p=686461.

Nash, M. (2014a) ‘Developing Reading Comprehension’, Child and Adolescent Mental Health, 19(2), pp. 160–160. Available at: https://doi.org/10.1111/camh.12061_5.

Nash, M. (2014b) ‘Developing Reading Comprehension’, Child and Adolescent Mental Health, 19(2), pp. 160–160. Available at: https://doi.org/10.1111/camh.12061_5.

Nation, KateClarke, PaulaMarshall, Catherine MDurand, Marianne (no date) ‘Hidden Language Impairments in Children: Parallels Between Poor Reading Comprehension and Specific Language Impairment?’, Journal of Speech, Language, and Hearing Research, 47(1), pp. 199–211. Available at: https://search.proquest.com/docview/232339801?accountid=14511.

Nunes, T., Bryant, P. and Olsson, J. (2003) ‘Learning Morphological and Phonological Spelling Rules: An Intervention Study’, Scientific Studies of Reading, 7(3), pp. 289–307. Available at: https://doi.org/10.1207/S1532799XSSR0703_6.

Oakhill, J., Cain, K. and Elbro, C. (2014) Understanding and Teaching Reading Comprehension: A handbook [electronic resource]. Hoboken: Taylor and Francis. Available at: http://ucl.eblib.com/patron/FullRecord.aspx?p=1770605.

Oakhill, J., Cain, K. and Elbro, C. (2015) Understanding and teaching reading comprehension: a handbook. London: Routledge. Available at: http://ucl.eblib.com/patron/FullRecord.aspx?p=1770605.

Oxley, J. et al. (2004a) Dyslexia: perspectives for classroom practitioners. [Reading]: [British Dyslexia Association].

Oxley, J. et al. (2004b) Dyslexia: perspectives for classroom practitioners. [Reading]: [British Dyslexia Association].

Oxley, J. et al. (2004c) Dyslexia: perspectives for classroom practitioners. [Reading]: [British Dyslexia Association].

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Phillips, S., Kelly, K.S. and Symes, L. (2013a) Assessment for learners with dyslexia-type difficulties. London: SAGE. Available at: http://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1534962.

Phillips, S., Kelly, K.S. and Symes, L. (2013b) Assessment of learners with dyslexic-type difficulties. Los Angeles, California: SAGE. Available at: https://ucl.userservices.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=5482556120004761&institutionId=4761&customerId=4760.

Rack, J. and Turner, M. (2004a) The study of dyslexia. New York: Kluwer Academic/Plenum Publishers.

Rack, J. and Turner, M. (2004b) The study of dyslexia. New York: Kluwer Academic/Plenum Publishers.

Reason, R. and Boote, R. (1994) Helping children with reading and spelling: a special needs manual [electronic resource]. London: Routledge. Available at: http://libproxy.ucl.ac.uk/login?url=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780203426845.

Reid, G. (2009) Dyslexia: a practitioner’s handbook [electronic resource]. 4th ed. Chichester: Wiley-Blackwell. Available at: http://libproxy.ucl.ac.uk/login?url=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780470745496.

Reid, G. (2016a) Dyslexia: a practitioner’s handbook. 5th ed. Chichester, West Sussex: John Wiley & Sons. Available at: https://www-dawsonera-com.libproxy.ucl.ac.uk/abstract/9780470745496.

Reid, G. (2016b) Dyslexia: a practitioner’s handbook. 5th ed. Chichester, West Sussex: John Wiley & Sons.

Roberts, G. et al. (2008a) ‘Evidence-Based Strategies for Reading Instruction of Older Students with Learning Disabilities’, Learning Disabilities Research & Practice, 23(2), pp. 63–69. Available at: https://doi.org/10.1111/j.1540-5826.2008.00264.x.

Roberts, G. et al. (2008b) ‘Evidence-Based Strategies for Reading Instruction of Older Students with Learning Disabilities’, Learning Disabilities Research & Practice, 23(2), pp. 63–69. Available at: https://doi.org/10.1111/j.1540-5826.2008.00264.x.

Roberts, W. and Norwich, B. (2010) ‘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, 26(3), pp. 279–298. Available at: https://doi.org/10.1080/02667363.2010.495215.

Ron Nelson, J., Benner, G.J. and Gonzalez, J. (2003) ‘Learner Characteristics that Influence the Treatment Effectiveness of Early Literacy Interventions: A Meta-Analytic Review’, Learning Disabilities Research and Practice, 18(4), pp. 255–267. Available at: https://doi.org/10.1111/1540-5826.00080.

Rose, J. and Great Britain. Department for Children, Schools and Families (2009a) ‘Identifying and teaching children and young people with dyslexia and literacy difficulties’. [London]: Department for Children, Schools and Families. Available at: http://dera.ioe.ac.uk/14790/.

Rose, J. and Great Britain. Department for Children, Schools and Families (2009b) Identifying and teaching children and young people with dyslexia and literacy difficulties. [London]: Department for Children, Schools and Families. Available at: http://dera.ioe.ac.uk/14790/.

Rose, J. and Great Britain. Department for Children, Schools and Families (2009c) Identifying and teaching children and young people with dyslexia and literacy difficulties. [London]: Department for Children, Schools and Families. Available at: http://dera.ioe.ac.uk/14790/.

Rose, J. and Great Britain. Department for Children, Schools and Families (2009d) Identifying and teaching children and young people with dyslexia and literacy difficulties. [London]: Department for Children, Schools and Families. Available at: http://dera.ioe.ac.uk/14790/.

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Santangelo, T. and Graham, S. (2016) ‘A Comprehensive Meta-analysis of Handwriting Instruction’, Educational Psychology Review, 28(2), pp. 225–265. Available at: https://doi.org/10.1007/s10648-015-9335-1.

Scanlon, D.M. and Anderson, K.L. (2011) Early Intervention for Reading Difficulties: The Interactive Strategies Approach [electronic resource]. New York: Guilford Publications. Available at: http://UCL.eblib.com/patron/FullRecord.aspx?p=544120.

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