Abrami, P. C., R. M. Bernard, E. Borokhovski, A. Wade, M. A. Surkes, R. Tamim, and others, ‘Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta-Analysis’, Review of Educational Research, 78.4 (2008), 1102–34 <https://doi.org/10.3102/0034654308326084>
Addressing Difficulties in Literacy Development (Routledge, 2002) <https://doi.org/10.4324/9781315015712>
——— (Routledge, 2002) <https://doi.org/10.4324/9781315015712>
——— (Routledge, 2002) <https://doi.org/10.4324/9781315015712>
——— (Routledge, 2002) <https://doi.org/10.4324/9781315015712>
Alstad, Zachary, Anna Barnett, Vince Connelly, Virginia Berninger, and Elizabeth Sanders, ‘Modes of Alphabet Letter Production during Middle Childhood and Adolescence: Interrelationships with Each Other and Other Writing Skills’, Journal of Writing Research, 6.3 (2015), 199–231 <https://doi.org/10.17239/jowr-2015.06.03.1>
Backhouse, Gill, and Prue Ruback, Special Needs Language and Literacy Assessment Handbook (London: Hodder Education, 2011)
———, Special Needs Language and Literacy Assessment Handbook (London: Hodder Education, 2011)
Bird, Ronit, The Dyscalculia Toolkit: Supporting Learning Difficulties in Maths, Third edition (Los Angeles: SAGE, 2017)
Birsh, Judith R., Multisensory Teaching of Basic Language Skills, 3rd ed (Baltimore, Md: Paul H. Brookes, 2011)
Black, Paul, and Dylan Wiliam, ‘Assessment and Classroom Learning’, Assessment in Education: Principles, Policy & Practice, 5.1 (1998), 7–74 <https://doi.org/10.1080/0969595980050102>
———, ‘Assessment and Classroom Learning’, Assessment in Education: Principles, Policy & Practice, 5.1 (1998), 7–74 <https://doi.org/10.1080/0969595980050102>
Bourassa, Derrick, and Rebecca Treiman, ‘Spelling in Children With Dyslexia: Analyses From the Treiman-Bourassa Early Spelling Test’, Scientific Studies of Reading, 7.4 (2003), 309–33 <https://doi.org/10.1207/S1532799XSSR0704_1>
Brooks, Greg and Dyslexia Trust, What Works for Children with Literacy Difficulties?: The Effectiveness of Intervention Schemes (Nottingham: DfES, 2016), Research report (Great Britain. Department for Education and Skills) <http://www.interventionsforliteracy.org.uk/wp-content/uploads/2017/11/What-Works-5th-edition-Rev-Oct-2016.pdf>
———, What Works for Children with Literacy Difficulties?: The Effectiveness of Intervention Schemes (Nottingham: DfES, 2016), Research report (Great Britain. Department for Education and Skills) <http://www.interventionsforliteracy.org.uk/wp-content/uploads/2017/11/What-Works-5th-edition-Rev-Oct-2016.pdf>
Broomfield, Hilary, and Margaret Combley, Overcoming Dyslexia: A Practical Handbook for the Classroom, 2nd ed (London: Whurr, 2003)
———, Overcoming Dyslexia: A Practical Handbook for the Classroom, 2nd ed (London: Whurr, 2003)
Bryant, Diane Pedrotty, Marilyn Goodwin, Brian R. Bryant, and Kellie Higgins, ‘Vocabulary Instruction for Students with Learning Disabilities: A Review of the Research’, Learning Disability Quarterly, 26.2 (2003) <https://doi.org/10.2307/1593594>
Buckingham, David, Beyond Technology: Children’s Learning in the Age of Digital Culture, 1st edn (Hoboken: Wiley, 2013) <http://ucl.eblib.com/patron/FullRecord.aspx?p=1174290>
Burden, Robert L., and Margaret J. Snowling, Dyslexia and Self-Concept: Seeking a Dyslexic Identity (London: Whurr, 2005)
Carroll, Julia M., Claudine Bowyer-Crane, Fiona J. Duff, Charles Hulme, and Margaret J. Snowling, Developing Language and Literacy (Chichester, UK: John Wiley & Sons, Ltd, 2011) <http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3835146280004761&institutionId=4761&customerId=4760>
———, Developing Language and Literacy (Chichester, UK: John Wiley & Sons, Ltd, 2011) <http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3835146280004761&institutionId=4761&customerId=4760>
———, Developing Language and Literacy (Chichester, UK: John Wiley & Sons, Ltd, 2011) <http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3835146280004761&institutionId=4761&customerId=4760>
———, Developing Language and Literacy (Chichester, UK: John Wiley & Sons, Ltd, 2011) <https://doi.org/10.1002/9780470977460>
———, Developing Language and Literacy (Chichester, UK: John Wiley & Sons, Ltd, 2011) <https://doi.org/10.1002/9780470977460>
———, Developing Language and Literacy (Chichester, UK: John Wiley & Sons, Ltd, 2011) <https://doi.org/10.1002/9780470977460>
Carter, Mark, and Kevin Wheldall, ‘Why Can’t a Teacher Be More Like a Scientist? Science, Pseudoscience and the Art of Teaching’, Australasian Journal of Special Education, 32.1 (2008), 5–21 <https://doi.org/10.1080/10300110701845920>
———, ‘Why Can’t a Teacher Be More Like a Scientist? Science, Pseudoscience and the Art of Teaching’, Australasian Journal of Special Education, 32.1 (2008), 5–21 <https://doi.org/10.1080/10300110701845920>
Chambers, Mary E., and David Sugden, Children with Developmental Coordination Disorder (London: Whurr, 2005)
Chhabra, Vinita, and Peggy D. McCardle, The Voice of Evidence in Reading Research (Baltimore, Md: Paul H. Brookes, 2004)
Chinn, Stephen J., and J. Richard Ashcroft, Mathematics for Dyslexics: A Teaching Handbook, 2nd ed (London: Whurr, 1998)
Christensen, Carol A., ‘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 (2005), 441–53 <https://doi.org/10.1080/01443410500042076>
Clarke, Paula J., Charles Hulme, Margaret J. Snowling, and Emma Truelove, Developing Reading Comprehension, 1st edn (Hoboken: Wiley, 2013) <http://ucl.eblib.com/patron/FullRecord.aspx?p=1420227>
Clarke, Paula J., Margaret J. Snowling, Emma Truelove, and Charles Hulme, ‘Ameliorating Children’s Reading-Comprehension Difficulties’, Psychological Science, 21.8 (2010), 1106–16 <https://doi.org/10.1177/0956797610375449>
———, ‘Ameliorating Children’s Reading-Comprehension Difficulties’, Psychological Science, 21.8 (2010), 1106–16 <https://doi.org/10.1177/0956797610375449>
Cogan, Jenny, and Mary Flecker, Dyslexia in Secondary School: A Practical Handbook for Teachers, Parents and Students (London: Whurr, 2004)
———, Dyslexia in Secondary School: A Practical Handbook for Teachers, Parents and Students (London: Whurr, 2004)
———, Dyslexia in Secondary School: A Practical Handbook for Teachers, Parents and Students (London: Whurr, 2004)
Compton, Donald L., Douglas Fuchs, Lynn S. Fuchs, and Joan D. Bryant, ‘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 (2006), 394–409 <https://doi.org/10.1037/0022-0663.98.2.394>
Crawley, Sharon J., Remediating Reading Difficulties, 6th ed (New York: McGraw-Hill, 2012)
Denti, Lou, and Gilbert R. Guerin, Effective Practice for Adolescents with Reading and Literacy Challenges (New York: Routledge, 2008)
Dignath, Charlotte, Gerhard Buettner, and Hans-Peter Langfeldt, ‘How Can Primary School Students Learn Self-Regulated Learning Strategies Most Effectively?’, Educational Research Review, 3.2 (2008), 101–29 <https://doi.org/10.1016/j.edurev.2008.02.003>
Donovan, Jennifer L., and Chloё R. Marshall, ‘Comparing the Verbal Self-Reports of Spelling Strategies Used by Children With and Without Dyslexia’, International Journal of Disability, Development and Education, 63.1 (2016), 27–44 <https://doi.org/10.1080/1034912X.2015.1111302>
Duff, Fiona J., and Paula J. Clarke, ‘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 (2011), 3–12 <https://doi.org/10.1111/j.1469-7610.2010.02310.x>
Duff, Fiona J., Elizabeth Fieldsend, Claudine Bowyer-Crane, Charles Hulme, Glynnis Smith, Simon Gibbs, and others, ‘Reading with Vocabulary Intervention: Evaluation of an Instruction for Children with Poor Response to Reading Intervention’, Journal of Research in Reading, 31.3 (2008), 319–36 <https://doi.org/10.1111/j.1467-9817.2008.00376.x>
———, ‘Reading with Vocabulary Intervention: Evaluation of an Instruction for Children with Poor Response to Reading Intervention’, Journal of Research in Reading, 31.3 (2008), 319–36 <https://doi.org/10.1111/j.1467-9817.2008.00376.x>
———, ‘Reading with Vocabulary Intervention: Evaluation of an Instruction for Children with Poor Response to Reading Intervention’, Journal of Research in Reading, 31.3 (2008), 319–36 <https://doi.org/10.1111/j.1467-9817.2008.00376.x>
———, ‘Reading with Vocabulary Intervention: Evaluation of an Instruction for Children with Poor Response to Reading Intervention’, Journal of Research in Reading, 31.3 (2008), 319–36 <https://doi.org/10.1111/j.1467-9817.2008.00376.x>
Duff, Fiona J., Marianna E. Hayiou-Thomas, and Charles Hulme, ‘Evaluating the Effectiveness of a Phonologically Based Reading Intervention for Struggling Readers with Varying Language Profiles’, Reading and Writing, 25.3 (2012), 621–40 <https://doi.org/10.1007/s11145-010-9291-6>
———, ‘Evaluating the Effectiveness of a Phonologically Based Reading Intervention for Struggling Readers with Varying Language Profiles’, Reading and Writing, 25.3 (2012), 621–40 <https://doi.org/10.1007/s11145-010-9291-6>
Dyslexia and Mathematics (Routledge, 2004) <https://doi.org/10.4324/9780203390061>
Dyslexia, Dyscalculia and Mathematics (Routledge, 2012) <https://doi.org/10.4324/9780203803882>
Ebbers, Susan M., and Carolyn A. Denton, ‘A Root Awakening: Vocabulary Instruction for Older Students with Reading Difficulties’, Learning Disabilities Research & Practice, 23.2 (2008), 90–102 <https://doi.org/10.1111/j.1540-5826.2008.00267.x>
———, ‘A Root Awakening: Vocabulary Instruction for Older Students with Reading Difficulties’, Learning Disabilities Research & Practice, 23.2 (2008), 90–102 <https://doi.org/10.1111/j.1540-5826.2008.00267.x>
———, ‘A Root Awakening: Vocabulary Instruction for Older Students with Reading Difficulties’, Learning Disabilities Research & Practice, 23.2 (2008), 90–102 <https://doi.org/10.1111/j.1540-5826.2008.00267.x>
Fuchs, Lynn S., Douglas Fuchs, and Donald L. Compton, ‘Rethinking Response to Intervention at Middle and High School’, School Psychology Review, 39.1 (2010), 22–28 <https://doi.org/10.1080/02796015.2010.12087787>
Gifford, Sue, ‘Dyscalculia: Myths and Models’, Research in Mathematics Education, 8.1 (2006), 35–51 <https://doi.org/10.1080/14794800008520157>
Greenway, Carol, ‘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 (2002), 113–37 <https://doi.org/10.1080/02667360220144557>
Griffiths, Yvonne, and Morag Stuart, ‘Reviewing Evidence-Based Practice for Pupils with Dyslexia and Literacy Difficulties’, Journal of Research in Reading, 36.1 (2013), 96–116 <https://doi.org/10.1111/j.1467-9817.2011.01495.x>
———, ‘Reviewing Evidence-Based Practice for Pupils with Dyslexia and Literacy Difficulties’, Journal of Research in Reading, 36.1 (2013), 96–116 <https://doi.org/10.1111/j.1467-9817.2011.01495.x>
———, ‘Reviewing Evidence-Based Practice for Pupils with Dyslexia and Literacy Difficulties’, Journal of Research in Reading, 36.1 (2013), 96–116 <https://doi.org/10.1111/j.1467-9817.2011.01495.x>
———, ‘Reviewing Evidence-Based Practice for Pupils with Dyslexia and Literacy Difficulties’, Journal of Research in Reading, 36.1 (2013), 96–116 <https://doi.org/10.1111/j.1467-9817.2011.01495.x>
Hatcher, Peter J., Fiona J. Duff, and Charles Hulme, Sound Linkage: An Integrated Programme for Overcoming Reading Difficulties, 3rd edn (Hoboken: Wiley, 2014) <http://UCL.eblib.com/patron/FullRecord.aspx?p=1638365>
———, Sound Linkage: An Integrated Programme for Overcoming Reading Difficulties, 3rd edn (Hoboken: Wiley, 2014) <http://UCL.eblib.com/patron/FullRecord.aspx?p=1638365>
Hatcher, Peter J., Charles Hulme, Jeremy N.V. Miles, Julia M. Carroll, Janet Hatcher, Simon Gibbs, and others, ‘Efficacy of Small Group Reading Intervention for Beginning Readers with Reading-Delay: A Randomised Controlled Trial’, Journal of Child Psychology and Psychiatry, 47.8 (2005), 820–27 <https://doi.org/10.1111/j.1469-7610.2005.01559.x>
———, ‘Efficacy of Small Group Reading Intervention for Beginning Readers with Reading-Delay: A Randomised Controlled Trial’, Journal of Child Psychology and Psychiatry, 47.8 (2005), 820–27 <https://doi.org/10.1111/j.1469-7610.2005.01559.x>
———, ‘Efficacy of Small Group Reading Intervention for Beginning Readers with Reading-Delay: A Randomised Controlled Trial’, Journal of Child Psychology and Psychiatry, 47.8 (2005), 820–27 <https://doi.org/10.1111/j.1469-7610.2005.01559.x>
Hatcher, Peter J., Charles Hulme, and Margaret J. Snowling, ‘Explicit Phoneme Training Combined with Phonic Reading Instruction Helps Young Children at Risk of Reading Failure’, Journal of Child Psychology and Psychiatry, 45.2 (2004), 338–58 <https://doi.org/10.1111/j.1469-7610.2004.00225.x>
Hattie, John, Visible Learning: A Synthesis of over 800 Meta-Analyses Relating to Achievement (London: Routledge, 2009) <https://ucl.userservices.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=5482863310004761&institutionId=4761&customerId=4760>
Hecht, Steven A., Joseph K. Torgesen, Richard K. Wagner, and Carol A. Rashotte, ‘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 (2001), 192–227 <https://doi.org/10.1006/jecp.2000.2586>
Hindson, Barbara, Brian Byrne, Ruth Fielding-Barnsley, Cara Newman, Donald W. Hine, and Donald Shankweiler, ‘Assessment and Early Instruction of Preschool Children at Risk for Reading Disability.’, Journal of Educational Psychology, 97.4 (2005), 687–704 <https://doi.org/10.1037/0022-0663.97.4.687>
Hoy, Monica M. P., Mary Y. Egan, and Katya P. Feder, ‘A Systematic Review of Interventions to Improve Handwriting’, Canadian Journal of Occupational Therapy, 78.1 (2011), 13–25 <https://doi.org/10.2182/cjot.2011.78.1.3>
Hulme, Charles, and Margaret J. Snowling, Developmental Disorders of Language Learning and Cognition, 1st edn (Hoboken: Wiley, 2009) <http://UCL.eblib.com/patron/FullRecord.aspx?p=1166316>
———, The Science of Reading: A Handbook (Oxford: Blackwell Publishing, 2007), Blackwell handbooks of developmental psychology <http://libproxy.ucl.ac.uk/login?url=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780470757635>
———, The Science of Reading: A Handbook (Oxford: Blackwell Publishing, 2007), Blackwell handbooks of developmental psychology <http://libproxy.ucl.ac.uk/login?url=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780470757635>
Hunt, J. H., C. Valentine, D. P. Bryant, K. H. Pfannenstiel, and B. R. Bryant, ‘Supplemental Mathematics Intervention: How and Why Special Educators Intensify Intervention for Students With Learning Disabilities’, Remedial and Special Education, 37.2 (2016), 78–88 <https://doi.org/10.1177/0741932515597293>
Hurry *, Jane, Terezinha Nunes, Peter Bryant, Ursula Pretzlik, Mary Parker, Tamsin Curno, and others, ‘Transforming Research on Morphology into Teacher Practice’, Research Papers in Education, 20.2 (2005), 187–206 <https://doi.org/10.1080/02671520500078291>
Improving Literacy by Teaching Morphemes (Routledge, 2006) <https://doi.org/10.4324/9780203969557>
Jamieson, Claire, and Juliet Jamieson, Manual for Testing and Teaching English Spelling: A Comprehensive and Structured System for the Planning and Delivery of Spelling Intervention (London: Whurr, 2003)
Jones, Anwen, and Katherineley Kindersley, Dyslexia: Assessing and Reporting : The Patoss Guide, [2nd ed.] (London: Hodder Education, 2013) <http://UCL.eblib.com/patron/FullRecord.aspx?p=1531896>
Kelly, Kathleen, and Sylvia Phillips, Teaching Literacy to Learners with Dyslexia: A Multisensory Approach, 2nd ed (London: SAGE, 2016)
LATHAM, GARY P., and EDWIN A. LOCKE, ‘Enhancing the Benefits and Overcoming the Pitfalls of Goal Setting’, Organizational Dynamics, 35.4 (2006), 332–40 <https://doi.org/10.1016/j.orgdyn.2006.08.008>
Lewis, Clive, Graham J. Hitch, and Peter Walker, ‘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, 35.2 (1994), 283–92 <https://doi.org/10.1111/j.1469-7610.1994.tb01162.x>
MacKay, Neil, Removing Dyslexia as a Barrier to Achievement: The Dyslexia Friendly Schools Toolkit, 3rd ed (Wakefield: SEN, 2012)
———, Removing Dyslexia as a Barrier to Achievement: The Dyslexia Friendly Schools Toolkit, 3rd ed (Wakefield: SEN, 2012)
———, Removing Dyslexia as a Barrier to Achievement: The Dyslexia Friendly Schools Toolkit, 3rd ed (Wakefield: SEN, 2012)
Marinac, Julie V., Phonological Core Dyslexia in Secondary School Students (San Diego: Plural Pub, 2008)
———, Phonological Core Dyslexia in Secondary School Students (San Diego: Plural Pub, 2008)
Marsh, Herbert W. and 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), Vernon-Wall lecture
Melby-Lervåg, Monica, Solveig-Alma Halaas Lyster, and Charles Hulme, ‘Phonological Skills and Their Role in Learning to Read: A Meta-Analytic Review.’, Psychological Bulletin, 138.2 (2012), 322–52 <https://doi.org/10.1037/a0026744>
Mortimore, Tilly, ed., Dyslexia and Learning Style (West Sussex, England: Jhon Wiley & Sons, Ltd, 2008) <https://doi.org/10.1002/9780470987940>
———, ed., Dyslexia and Learning Style (West Sussex, England: Jhon Wiley & Sons, Ltd, 2008) <https://doi.org/10.1002/9780470987940>
Mortimore, Tilly, and Jane Dupree, Dyslexia-Friendly Practice in the Secondary Classroom, 1st edn (London: SAGE Publications, 2008), Achieving QTS Cross-Curricular Strand Series <http://UCL.eblib.com/patron/FullRecord.aspx?p=686461>
Nash, Marysia, ‘Developing Reading Comprehension’, Child and Adolescent Mental Health, 19.2 (2014), 160–160 <https://doi.org/10.1111/camh.12061_5>
———, ‘Developing Reading Comprehension’, Child and Adolescent Mental Health, 19.2 (2014), 160–160 <https://doi.org/10.1111/camh.12061_5>
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, 47.1, 199–211 <https://search.proquest.com/docview/232339801?accountid=14511>
Nunes, Terezinha, Peter Bryant, and Jenny Olsson, ‘Learning Morphological and Phonological Spelling Rules: An Intervention Study’, Scientific Studies of Reading, 7.3 (2003), 289–307 <https://doi.org/10.1207/S1532799XSSR0703_6>
Oakhill, Jane, Kate Cain, and Carsten Elbro, Understanding and Teaching Reading Comprehension: A Handbook (London: Routledge, 2015) <http://ucl.eblib.com/patron/FullRecord.aspx?p=1770605>
———, Understanding and Teaching Reading Comprehension: A Handbook (Hoboken: Taylor and Francis, 2014) <http://ucl.eblib.com/patron/FullRecord.aspx?p=1770605>
Oxley, Jonathan, Michael Thomson, Great Britain. Department for Education and Skills. Special Educational Needs Division, and British Dyslexia Association, Dyslexia: Perspectives for Classroom Practitioners ([Reading]: [British Dyslexia Association], 2004)
———, Dyslexia: Perspectives for Classroom Practitioners ([Reading]: [British Dyslexia Association], 2004)
———, Dyslexia: Perspectives for Classroom Practitioners ([Reading]: [British Dyslexia Association], 2004)
Pashler, Harold, Mark McDaniel, Doug Rohrer, and Robert Bjork, ‘Learning Styles’, Psychological Science in the Public Interest, 9.3 (2008), 105–19 <https://doi.org/10.1111/j.1539-6053.2009.01038.x>
Phillips, Sylvia, Kathleen S. Kelly, and Liz Symes, Assessment for Learners with Dyslexia-Type Difficulties (London: SAGE, 2013) <http://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1534962>
———, Assessment of Learners with Dyslexic-Type Difficulties (Los Angeles, California: SAGE, 2013) <https://ucl.userservices.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=5482556120004761&institutionId=4761&customerId=4760>
Rack, John, and Martin Turner, The Study of Dyslexia (New York: Kluwer Academic/Plenum Publishers, 2004)
———, The Study of Dyslexia (New York: Kluwer Academic/Plenum Publishers, 2004)
Reason, Rea, and Rene Boote, Helping Children with Reading and Spelling: A Special Needs Manual (London: Routledge, 1994) <http://libproxy.ucl.ac.uk/login?url=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780203426845>
Reid, Gavin, Dyslexia: A Practitioner’s Handbook, 5th ed (Chichester, West Sussex: John Wiley & Sons, 2016) <https://www-dawsonera-com.libproxy.ucl.ac.uk/abstract/9780470745496>
———, Dyslexia: A Practitioner’s Handbook, 4th ed (Chichester: Wiley-Blackwell, 2009) <http://libproxy.ucl.ac.uk/login?url=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780470745496>
———, Dyslexia: A Practitioner’s Handbook, 5th ed (Chichester, West Sussex: John Wiley & Sons, 2016)
Roberts, Greg, Joseph K. Torgesen, Alison Boardman, and Nancy Scammacca, ‘Evidence-Based Strategies for Reading Instruction of Older Students with Learning Disabilities’, Learning Disabilities Research & Practice, 23.2 (2008), 63–69 <https://doi.org/10.1111/j.1540-5826.2008.00264.x>
———, ‘Evidence-Based Strategies for Reading Instruction of Older Students with Learning Disabilities’, Learning Disabilities Research & Practice, 23.2 (2008), 63–69 <https://doi.org/10.1111/j.1540-5826.2008.00264.x>
Roberts, Will, and Brahm Norwich, ‘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 (2010), 279–98 <https://doi.org/10.1080/02667363.2010.495215>
Ron Nelson, J., Gregory J. Benner, and Jorge Gonzalez, ‘Learner Characteristics That Influence the Treatment Effectiveness of Early Literacy Interventions: A Meta-Analytic Review’, Learning Disabilities Research and Practice, 18.4 (2003), 255–67 <https://doi.org/10.1111/1540-5826.00080>
Rose, Jim and 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) <http://dera.ioe.ac.uk/14790/>
———, Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties ([London]: Department for Children, Schools and Families, 2009) <http://dera.ioe.ac.uk/14790/>
———, Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties ([London]: Department for Children, Schools and Families, 2009) <http://dera.ioe.ac.uk/14790/>
———, Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties ([London]: Department for Children, Schools and Families, 2009) <http://dera.ioe.ac.uk/14790/>
Sainsbury, Marian, Chris Whetton, Keith Mason, and Ian Schagen, ‘Fallback in Attainment on Transfer at Age 11: Evidence from the Summer Literacy Schools Evaluation’, Educational Research, 40.1 (1998), 73–81 <https://doi.org/10.1080/0013188980400107>
Santangelo, Tanya, and Steve Graham, ‘A Comprehensive Meta-Analysis of Handwriting Instruction’, Educational Psychology Review, 28.2 (2016), 225–65 <https://doi.org/10.1007/s10648-015-9335-1>
Scanlon, Donna M., and Kimberly L. Anderson, Early Intervention for Reading Difficulties: The Interactive Strategies Approach (New York: Guilford Publications, 2011), Solving Problems in Teaching of Literacy <http://UCL.eblib.com/patron/FullRecord.aspx?p=544120>
Scanlon, Donna M., Kimberly L. Anderson, and Joan M. Sweeney, Early Intervention for Reading Difficulties: The Interactive Strategies Approach, Second edition (New York, NY: Guilford Press, 2017)
Seabrook, Rachel, Gordon D. A. Brown, and Jonathan E. Solity, ‘Distributed and Massed Practice: From Laboratory to Classroom’, Applied Cognitive Psychology, 19.1 (2005), 107–22 <https://doi.org/10.1002/acp.1066>
Snowling, Margaret J., ‘Early Identification and Interventions for Dyslexia: A Contemporary View’, Journal of Research in Special Educational Needs, 13.1 (2013), 7–14 <https://doi.org/10.1111/j.1471-3802.2012.01262.x>
———, ‘Early Identification and Interventions for Dyslexia: A Contemporary View’, Journal of Research in Special Educational Needs, 13.1 (2013), 7–14 <https://doi.org/10.1111/j.1471-3802.2012.01262.x>
Snowling, Margaret J., and Charles Hulme, ‘Evidence-Based Interventions for Reading and Language Difficulties: Creating a Virtuous Circle’, British Journal of Educational Psychology, 81.1 (2011), 1–23 <https://doi.org/10.1111/j.2044-8279.2010.02014.x>
———, ‘Evidence-Based Interventions for Reading and Language Difficulties: Creating a Virtuous Circle’, British Journal of Educational Psychology, 81.1 (2011), 1–23 <https://doi.org/10.1111/j.2044-8279.2010.02014.x>
———, ‘Evidence-Based Interventions for Reading and Language Difficulties: Creating a Virtuous Circle’, British Journal of Educational Psychology, 81.1 (2011), 1–23 <https://doi.org/10.1111/j.2044-8279.2010.02014.x>
———, ‘Evidence-Based Interventions for Reading and Language Difficulties: Creating a Virtuous Circle’, British Journal of Educational Psychology, 81.1 (2011), 1–23 <https://doi.org/10.1111/j.2044-8279.2010.02014.x>
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