Abrami, P. C., and others, ‘Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta-Analysis’, Review of Educational Research, 78.4 (2008), pp. 1102–34, doi:10.3102/0034654308326084
Addressing Difficulties in Literacy Development, (Routledge, 2002), doi:10.4324/9781315015712
——, (Routledge, 2002), doi:10.4324/9781315015712
——, (Routledge, 2002), doi:10.4324/9781315015712
——, (Routledge, 2002), doi:10.4324/9781315015712
Alstad, Zachary, and others, ‘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), pp. 199–231, doi:10.17239/jowr-2015.06.03.1
Backhouse, Gill, and Prue Ruback, Special Needs Language and Literacy Assessment Handbook (Hodder Education, 2011)
——, and Prue Ruback, Special Needs Language and Literacy Assessment Handbook (Hodder Education, 2011)
Bird, Ronit, The Dyscalculia Toolkit: Supporting Learning Difficulties in Maths, Third edition (SAGE, 2017)
Birsh, Judith R., Multisensory Teaching of Basic Language Skills, 3rd ed (Paul H. Brookes, 2011)
Black, Paul, and Dylan Wiliam, ‘Assessment and Classroom Learning’, Assessment in Education: Principles, Policy & Practice, 5.1 (1998), pp. 7–74, doi:10.1080/0969595980050102
——, and Dylan Wiliam, ‘Assessment and Classroom Learning’, Assessment in Education: Principles, Policy & Practice, 5.1 (1998), pp. 7–74, doi: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), pp. 309–33, doi:10.1207/S1532799XSSR0704_1
Brooks, Greg and Dyslexia Trust, What Works for Children with Literacy Difficulties?: The Effectiveness of Intervention Schemes (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>
—— and Dyslexia Trust, What Works for Children with Literacy Difficulties?: The Effectiveness of Intervention Schemes (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 (Whurr, 2003)
——, and Margaret Combley, Overcoming Dyslexia: A Practical Handbook for the Classroom, 2nd ed (Whurr, 2003)
Bryant, Diane Pedrotty, and others, ‘Vocabulary Instruction for Students with Learning Disabilities: A Review of the Research’, Learning Disability Quarterly, 26.2 (2003), doi:10.2307/1593594
Buckingham, David, Beyond Technology: Children’s Learning in the Age of Digital Culture, 1st edn (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 (Whurr, 2005)
Carroll, Julia M., and others, Developing Language and Literacy (John Wiley & Sons, Ltd, 2011) <http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3835146280004761&institutionId=4761&customerId=4760>
——, and others, Developing Language and Literacy (John Wiley & Sons, Ltd, 2011) <http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3835146280004761&institutionId=4761&customerId=4760>
——, and others, Developing Language and Literacy (John Wiley & Sons, Ltd, 2011) <http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3835146280004761&institutionId=4761&customerId=4760>
——, and others, Developing Language and Literacy (John Wiley & Sons, Ltd, 2011), doi:10.1002/9780470977460
——, and others, Developing Language and Literacy (John Wiley & Sons, Ltd, 2011), doi:10.1002/9780470977460
——, and others, Developing Language and Literacy (John Wiley & Sons, Ltd, 2011), doi: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), pp. 5–21, doi:10.1080/10300110701845920
——, 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), pp. 5–21, doi:10.1080/10300110701845920
Chambers, Mary E., and David Sugden, Children with Developmental Coordination Disorder (Whurr, 2005)
Chhabra, Vinita, and Peggy D. McCardle, The Voice of Evidence in Reading Research (Paul H. Brookes, 2004)
Chinn, Stephen J., and J. Richard Ashcroft, Mathematics for Dyslexics: A Teaching Handbook, 2nd ed (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), pp. 441–53, doi:10.1080/01443410500042076
Clarke, Paula J., and others, ‘Ameliorating Children’s Reading-Comprehension Difficulties’, Psychological Science, 21.8 (2010), pp. 1106–16, doi:10.1177/0956797610375449
——, and others, ‘Ameliorating Children’s Reading-Comprehension Difficulties’, Psychological Science, 21.8 (2010), pp. 1106–16, doi:10.1177/0956797610375449
——, and others, Developing Reading Comprehension, 1st edn (Wiley, 2013) <http://ucl.eblib.com/patron/FullRecord.aspx?p=1420227>
Cogan, Jenny, and Mary Flecker, Dyslexia in Secondary School: A Practical Handbook for Teachers, Parents and Students (Whurr, 2004)
——, and Mary Flecker, Dyslexia in Secondary School: A Practical Handbook for Teachers, Parents and Students (Whurr, 2004)
——, and Mary Flecker, Dyslexia in Secondary School: A Practical Handbook for Teachers, Parents and Students (Whurr, 2004)
Compton, Donald L., and others, ‘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), pp. 394–409, doi:10.1037/0022-0663.98.2.394
Crawley, Sharon J., Remediating Reading Difficulties, 6th ed (McGraw-Hill, 2012)
Denti, Lou, and Gilbert R. Guerin, Effective Practice for Adolescents with Reading and Literacy Challenges (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), pp. 101–29, doi: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), pp. 27–44, doi:10.1080/1034912X.2015.1111302
Duff, Fiona J., 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), pp. 319–36, doi:10.1111/j.1467-9817.2008.00376.x
——, 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), pp. 319–36, doi:10.1111/j.1467-9817.2008.00376.x
——, 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), pp. 319–36, doi:10.1111/j.1467-9817.2008.00376.x
——, 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), pp. 319–36, doi:10.1111/j.1467-9817.2008.00376.x
——, 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), pp. 3–12, doi:10.1111/j.1469-7610.2010.02310.x
——, 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), pp. 621–40, doi:10.1007/s11145-010-9291-6
——, 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), pp. 621–40, doi:10.1007/s11145-010-9291-6
Dyslexia and Mathematics, (Routledge, 2004), doi:10.4324/9780203390061
Dyslexia, Dyscalculia and Mathematics, (Routledge, 2012), doi: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), pp. 90–102, doi:10.1111/j.1540-5826.2008.00267.x
——, and Carolyn A. Denton, ‘A Root Awakening: Vocabulary Instruction for Older Students with Reading Difficulties’, Learning Disabilities Research & Practice, 23.2 (2008), pp. 90–102, doi:10.1111/j.1540-5826.2008.00267.x
——, and Carolyn A. Denton, ‘A Root Awakening: Vocabulary Instruction for Older Students with Reading Difficulties’, Learning Disabilities Research & Practice, 23.2 (2008), pp. 90–102, doi: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), pp. 22–28, doi:10.1080/02796015.2010.12087787
Gifford, Sue, ‘Dyscalculia: Myths and Models’, Research in Mathematics Education, 8.1 (2006), pp. 35–51, doi: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), pp. 113–37, doi: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), pp. 96–116, doi:10.1111/j.1467-9817.2011.01495.x
——, and Morag Stuart, ‘Reviewing Evidence-Based Practice for Pupils with Dyslexia and Literacy Difficulties’, Journal of Research in Reading, 36.1 (2013), pp. 96–116, doi:10.1111/j.1467-9817.2011.01495.x
——, and Morag Stuart, ‘Reviewing Evidence-Based Practice for Pupils with Dyslexia and Literacy Difficulties’, Journal of Research in Reading, 36.1 (2013), pp. 96–116, doi:10.1111/j.1467-9817.2011.01495.x
——, and Morag Stuart, ‘Reviewing Evidence-Based Practice for Pupils with Dyslexia and Literacy Difficulties’, Journal of Research in Reading, 36.1 (2013), pp. 96–116, doi:10.1111/j.1467-9817.2011.01495.x
Hatcher, Peter J., 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), pp. 820–27, doi:10.1111/j.1469-7610.2005.01559.x
——, 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), pp. 820–27, doi:10.1111/j.1469-7610.2005.01559.x
——, 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), pp. 820–27, doi:10.1111/j.1469-7610.2005.01559.x
——, Fiona J. Duff, and Charles Hulme, Sound Linkage: An Integrated Programme for Overcoming Reading Difficulties, 3rd edn (Wiley, 2014) <http://UCL.eblib.com/patron/FullRecord.aspx?p=1638365>
——, Fiona J. Duff, and Charles Hulme, Sound Linkage: An Integrated Programme for Overcoming Reading Difficulties, 3rd edn (Wiley, 2014) <http://UCL.eblib.com/patron/FullRecord.aspx?p=1638365>
——, 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), pp. 338–58, doi:10.1111/j.1469-7610.2004.00225.x
Hattie, John, Visible Learning: A Synthesis of over 800 Meta-Analyses Relating to Achievement (Routledge, 2009) <https://ucl.userservices.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=5482863310004761&institutionId=4761&customerId=4760>
Hecht, Steven A., and others, ‘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), pp. 192–227, doi:10.1006/jecp.2000.2586
Hindson, Barbara, and others, ‘Assessment and Early Instruction of Preschool Children at Risk for Reading Disability.’, Journal of Educational Psychology, 97.4 (2005), pp. 687–704, doi: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), pp. 13–25, doi:10.2182/cjot.2011.78.1.3
Hulme, Charles, and Margaret J. Snowling, Developmental Disorders of Language Learning and Cognition, 1st edn (Wiley, 2009) <http://UCL.eblib.com/patron/FullRecord.aspx?p=1166316>
——, and Margaret J. Snowling, The Science of Reading: A Handbook (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>
——, and Margaret J. Snowling, The Science of Reading: A Handbook (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., and others, ‘Supplemental Mathematics Intervention: How and Why Special Educators Intensify Intervention for Students With Learning Disabilities’, Remedial and Special Education, 37.2 (2016), pp. 78–88, doi:10.1177/0741932515597293
Hurry *, Jane, and others, ‘Transforming Research on Morphology into Teacher Practice’, Research Papers in Education, 20.2 (2005), pp. 187–206, doi:10.1080/02671520500078291
Improving Literacy by Teaching Morphemes, (Routledge, 2006), doi: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 (Whurr, 2003)
Jones, Anwen, and Katherineley Kindersley, Dyslexia: Assessing and Reporting : The Patoss Guide, [2nd ed.] (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 (SAGE, 2016)
LATHAM, GARY P., and EDWIN A. LOCKE, ‘Enhancing the Benefits and Overcoming the Pitfalls of Goal Setting’, Organizational Dynamics, 35.4 (2006), pp. 332–40, doi: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), pp. 283–92, doi:10.1111/j.1469-7610.1994.tb01162.x
MacKay, Neil, Removing Dyslexia as a Barrier to Achievement: The Dyslexia Friendly Schools Toolkit, 3rd ed (SEN, 2012)
——, Removing Dyslexia as a Barrier to Achievement: The Dyslexia Friendly Schools Toolkit, 3rd ed (SEN, 2012)
——, Removing Dyslexia as a Barrier to Achievement: The Dyslexia Friendly Schools Toolkit, 3rd ed (SEN, 2012)
Marinac, Julie V., Phonological Core Dyslexia in Secondary School Students (Plural Pub, 2008)
——, Phonological Core Dyslexia in Secondary School Students (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 (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), pp. 322–52, doi:10.1037/a0026744
Mortimore, Tilly (ed.), Dyslexia and Learning Style (Jhon Wiley & Sons, Ltd, 2008), doi:10.1002/9780470987940
—— (ed.), Dyslexia and Learning Style (Jhon Wiley & Sons, Ltd, 2008), doi:10.1002/9780470987940
——, and Jane Dupree, Dyslexia-Friendly Practice in the Secondary Classroom, 1st edn (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), pp. 160–160, doi:10.1111/camh.12061_5
——, ‘Developing Reading Comprehension’, Child and Adolescent Mental Health, 19.2 (2014), pp. 160–160, doi: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 (n.d.), pp. 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), pp. 289–307, doi:10.1207/S1532799XSSR0703_6
Oakhill, Jane, Kate Cain, and Carsten Elbro, Understanding and Teaching Reading Comprehension: A Handbook (Taylor and Francis, 2014) <http://ucl.eblib.com/patron/FullRecord.aspx?p=1770605>
——, Kate Cain, and Carsten Elbro, Understanding and Teaching Reading Comprehension: A Handbook (Routledge, 2015) <http://ucl.eblib.com/patron/FullRecord.aspx?p=1770605>
Oxley, Jonathan, and others, Dyslexia: Perspectives for Classroom Practitioners ([British Dyslexia Association], 2004)
——, and others, Dyslexia: Perspectives for Classroom Practitioners ([British Dyslexia Association], 2004)
——, and others, Dyslexia: Perspectives for Classroom Practitioners ([British Dyslexia Association], 2004)
Pashler, Harold, and others, ‘Learning Styles’, Psychological Science in the Public Interest, 9.3 (2008), pp. 105–19, doi:10.1111/j.1539-6053.2009.01038.x
Phillips, Sylvia, Kathleen S. Kelly, and Liz Symes, Assessment for Learners with Dyslexia-Type Difficulties (SAGE, 2013) <http://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1534962>
——, Kathleen S. Kelly, and Liz Symes, Assessment of Learners with Dyslexic-Type Difficulties (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 (Kluwer Academic/Plenum Publishers, 2004)
——, and Martin Turner, The Study of Dyslexia (Kluwer Academic/Plenum Publishers, 2004)
Reason, Rea, and Rene Boote, Helping Children with Reading and Spelling: A Special Needs Manual (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, 4th ed (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 (John Wiley & Sons, 2016) <https://www-dawsonera-com.libproxy.ucl.ac.uk/abstract/9780470745496>
——, Dyslexia: A Practitioner’s Handbook, 5th ed (John Wiley & Sons, 2016)
Roberts, Greg, and others, ‘Evidence-Based Strategies for Reading Instruction of Older Students with Learning Disabilities’, Learning Disabilities Research & Practice, 23.2 (2008), pp. 63–69, doi:10.1111/j.1540-5826.2008.00264.x
——, and others, ‘Evidence-Based Strategies for Reading Instruction of Older Students with Learning Disabilities’, Learning Disabilities Research & Practice, 23.2 (2008), pp. 63–69, doi: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), pp. 279–98, doi: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), pp. 255–67, doi: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, Department for Children, Schools and Families, 2009 <http://dera.ioe.ac.uk/14790/>
—— and Great Britain. Department for Children, Schools and Families, Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties (Department for Children, Schools and Families, 2009) <http://dera.ioe.ac.uk/14790/>
—— and Great Britain. Department for Children, Schools and Families, Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties (Department for Children, Schools and Families, 2009) <http://dera.ioe.ac.uk/14790/>
—— and Great Britain. Department for Children, Schools and Families, Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties (Department for Children, Schools and Families, 2009) <http://dera.ioe.ac.uk/14790/>
Sainsbury, Marian, and others, ‘Fallback in Attainment on Transfer at Age 11: Evidence from the Summer Literacy Schools Evaluation’, Educational Research, 40.1 (1998), pp. 73–81, doi:10.1080/0013188980400107
Santangelo, Tanya, and Steve Graham, ‘A Comprehensive Meta-Analysis of Handwriting Instruction’, Educational Psychology Review, 28.2 (2016), pp. 225–65, doi:10.1007/s10648-015-9335-1
Scanlon, Donna M., and Kimberly L. Anderson, Early Intervention for Reading Difficulties: The Interactive Strategies Approach (Guilford Publications, 2011), Solving Problems in Teaching of Literacy <http://UCL.eblib.com/patron/FullRecord.aspx?p=544120>
——, Kimberly L. Anderson, and Joan M. Sweeney, Early Intervention for Reading Difficulties: The Interactive Strategies Approach, Second edition (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), pp. 107–22, doi: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), pp. 7–14, doi: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), pp. 7–14, doi:10.1111/j.1471-3802.2012.01262.x
——, and Charles Hulme, ‘Evidence-Based Interventions for Reading and Language Difficulties: Creating a Virtuous Circle’, British Journal of Educational Psychology, 81.1 (2011), pp. 1–23, doi:10.1111/j.2044-8279.2010.02014.x
——, and Charles Hulme, ‘Evidence-Based Interventions for Reading and Language Difficulties: Creating a Virtuous Circle’, British Journal of Educational Psychology, 81.1 (2011), pp. 1–23, doi:10.1111/j.2044-8279.2010.02014.x
——, and Charles Hulme, ‘Evidence-Based Interventions for Reading and Language Difficulties: Creating a Virtuous Circle’, British Journal of Educational Psychology, 81.1 (2011), pp. 1–23, doi:10.1111/j.2044-8279.2010.02014.x
——, and Charles Hulme, ‘Evidence-Based Interventions for Reading and Language Difficulties: Creating a Virtuous Circle’, British Journal of Educational Psychology, 81.1 (2011), pp. 1–23, doi:10.1111/j.2044-8279.2010.02014.x
——, and Joy Stackhouse, Dyslexia, Speech and Language: A Practitioner’s Handbook, 2nd ed (Whurr, 2006) <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9780470034460>
——, and Joy Stackhouse, Dyslexia, Speech and Language: A Practitioner’s Handbook, 2nd ed (Whurr, 2006) <http://libproxy.ucl.ac.uk/login?url=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780470034460>
——, and Joy Stackhouse, Dyslexia, Speech and Language: A Practitioner’s Handbook, 2nd ed (Whurr, 2006) <http://libproxy.ucl.ac.uk/login?url=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780470034460>
——, and Joy Stackhouse, Dyslexia, Speech and Language: A Practitioner’s Handbook, 2nd ed (Whurr, 2006) <http://libproxy.ucl.ac.uk/login?url=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780470034460>
——, and Joy Stackhouse, Dyslexia, Speech and Language: A Practitioner’s Handbook, 2nd ed (Whurr, 2006) <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9780470034460>
——, and Joy Stackhouse, Dyslexia, Speech and Language: A Practitioner’s Handbook, 2nd ed (Whurr, 2006) <https://ucl-new-primo.hosted.exlibrisgroup.com/permalink/f/1klfcc3/TN_cdi_askewsholts_vlebooks_9781118687758>
Solity, Jonathan, and Janet Vousden, ‘Real Books vs Reading Schemes: A New Perspective from Instructional Psychology’, Educational Psychology, 29.4 (2009), pp. 469–511, doi:10.1080/01443410903103657
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