[1]
Carroll et al, 2005., ‘Literacy difficulties and psychiatric disorders: evidence for comorbidity’. [Online]. Available: https://ucl-new-primo.hosted.exlibrisgroup.com/primo-explore/search?query=any,contains,Carroll,%20J,%20Maughan,%20B.,%20Goodman,%20R.%20%26%20Meltzer,%20H.%20(2005)%20Literacy%20difficulties%20and%20%20Psychiatric%20disorders:%20evidence%20for%20comorbidity.%20Journal%20of%20Child%20Psychology%20and%20Psychiatry,%2046:5,%20pp%20524-532&tab=local&search_scope=CSCOP_UCL&vid=UCL_VU2&offset=0
[2]
G. Brooks and Dyslexia Trust, What works for children with literacy difficulties?: the effectiveness of intervention schemes, vol. Research report (Great Britain. Department for Education and Skills). Nottingham: DfES, 2016 [Online]. Available: http://www.interventionsforliteracy.org.uk/wp-content/uploads/2017/11/What-Works-5th-edition-Rev-Oct-2016.pdf
[3]
J. M. Carroll, C. Bowyer-Crane, F. J. Duff, C. Hulme, and M. J. Snowling, Developing Language and Literacy. Chichester, UK: John Wiley & Sons, Ltd, 2011 [Online]. Available: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3835146280004761&institutionId=4761&customerId=4760
[4]
A. Castles, K. Rastle, and K. Nation, ‘Ending the Reading Wars: Reading Acquisition From Novice to Expert’, Psychological Science in the Public Interest, vol. 19, no. 1, pp. 5–51, Jun. 2018, doi: 10.1177/1529100618772271.
[5]
F. J. Duff and P. 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, vol. 52, no. 1, pp. 3–12, Jan. 2011, doi: 10.1111/j.1469-7610.2010.02310.x.
[6]
Y. Griffiths and M. Stuart, ‘Reviewing evidence-based practice for pupils with dyslexia and literacy difficulties’, Journal of Research in Reading, vol. 36, no. 1, pp. 96–116, Jan. 2013, doi: 10.1111/j.1467-9817.2011.01495.x.
[7]
J. Rose 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, [London], 2009 [Online]. Available: http://dera.ioe.ac.uk/14790/
[8]
Rose, Jim, ‘Independent review of the teaching of early reading : final report - Digital Education Resource Archive (DERA)’. DfES, 2006 [Online]. Available: https://dera.ioe.ac.uk/5551/
[9]
M. J. Snowling, ‘Early identification and interventions for dyslexia: a contemporary view’, Journal of Research in Special Educational Needs, vol. 13, no. 1, pp. 7–14, Jan. 2013, doi: 10.1111/j.1471-3802.2012.01262.x.
[10]
M. J. Snowling and C. Hulme, ‘Evidence-based interventions for reading and language difficulties: Creating a virtuous circle’, British Journal of Educational Psychology, vol. 81, no. 1, pp. 1–23, Mar. 2011, doi: 10.1111/j.2044-8279.2010.02014.x.
[11]
M. Stuart and R. Stainthorp, Reading development & teaching. Los Angeles: Sage, 2016 [Online]. Available: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3835388030004761&institutionId=4761&customerId=4760
[12]
‘The National Reading Panel Report. Practical Advice for Teachers.’, Learning Point Associates / North Central Regional Educational Laboratory (NCREL), 2005 [Online]. Available: https://eric.ed.gov/?id=ED489535
[13]
J. R. Birsh, Multisensory teaching of basic language skills, 3rd ed. Baltimore, Md: Paul H. Brookes, 2011.
[14]
P. J. Hatcher, F. J. Duff, and C. Hulme, Sound Linkage: An Integrated Programme for Overcoming Reading Difficulties, 3rd ed. Hoboken: Wiley, 2014 [Online]. Available: http://UCL.eblib.com/patron/FullRecord.aspx?p=1638365
[15]
K. Kelly and S. Phillips, Teaching literacy to learners with dyslexia: a multisensory approach, 2nd ed. London: SAGE, 2016.
[16]
G. Reid, Dyslexia: a practitioner’s handbook, 5th ed. Chichester, West Sussex: John Wiley & Sons, 2016 [Online]. Available: https://www-dawsonera-com.libproxy.ucl.ac.uk/abstract/9780470745496
[17]
M. Thomson, Supporting students with dyslexia in secondary schools: every class teacher’s guide to removing barriers and raising attainment. London: Routledge, 2008.
[18]
T. Shanahan, ‘National Reading Panel Report | Shanahan on Literacy’, 2005. [Online]. Available: https://shanahanonliteracy.com/blog/can-i-still-rely-on-the-national-reading-panel-report
[19]
S. Phillips, K. S. Kelly, and L. Symes, Assessment of learners with dyslexic-type difficulties. Los Angeles, California: SAGE, 2013 [Online]. Available: https://ucl.userservices.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=5482556120004761&institutionId=4761&customerId=4760
[20]
S. Phillips, K. S. Kelly, and L. Symes, Assessment of Learners with Dyslexic-Type Difficulties. London: SAGE Publications, 2013 [Online]. Available: https://ucl-new-primo.hosted.exlibrisgroup.com/permalink/f/5qfvbu/UCL_LMS_DS51253450980004761
[21]
G. Backhouse and P. Ruback, Special needs language and literacy assessment handbook. London: Hodder Education, 2011.
[22]
P. Black and D. Wiliam, ‘Assessment and Classroom Learning’, Assessment in Education: Principles, Policy & Practice, vol. 5, no. 1, pp. 7–74, Mar. 1998, doi: 10.1080/0969595980050102.
[23]
J. M. Carroll, C. Bowyer-Crane, F. J. Duff, C. Hulme, and M. J. Snowling, Developing Language and Literacy. Chichester, UK: John Wiley & Sons, Ltd, 2011 [Online]. Available: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3835453890004761&institutionId=4761&customerId=4760
[24]
D. FUCHS and L. S. FUCHS, ‘Introduction to response to intervention: What, why, and how valid is it?’, Reading Research Quarterly, vol. 41, no. 1, pp. 93–99, Jan. 2006, doi: 10.1598/RRQ.41.1.4.
[25]
M. J. Snowling and J. Stackhouse, Dyslexia, speech and language: a practitioner’s handbook, 2nd ed. London: Whurr, 2006 [Online]. Available: http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9780470034460
[26]
M. J. Snowling and C. Hulme, ‘Evidence-based interventions for reading and language difficulties: Creating a virtuous circle’, British Journal of Educational Psychology, vol. 81, no. 1, pp. 1–23, Mar. 2011, doi: 10.1111/j.2044-8279.2010.02014.x.
[27]
J. M. Carroll, C. Bowyer-Crane, F. J. Duff, C. Hulme, and M. J. Snowling, Developing Language and Literacy. Chichester, UK: John Wiley & Sons, Ltd, 2011 [Online]. Available: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3835146280004761&institutionId=4761&customerId=4760
[28]
V. Chhabra and P. D. McCardle, The voice of evidence in reading research. Baltimore, Md: Paul H. Brookes, 2004.
[29]
Rosenshine, Barak, ‘PRINCIPLES of Instruction: Research-Based Strategies That All Teachers Should Know’, The Education Digest, vol. 78, pp. 30–40 [Online]. Available: https://search.proquest.com/docview/1115474397?rfr_id=info%3Axri%2Fsid%3Aprimo
[30]
P. J. Hatcher, C. Hulme, and M. J. Snowling, ‘Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure’, Journal of Child Psychology and Psychiatry, vol. 45, no. 2, pp. 338–358, Feb. 2004, doi: 10.1111/j.1469-7610.2004.00225.x.
[31]
M. Carter and K. Wheldall, ‘Why Can’t a Teacher Be More Like a Scientist? Science, Pseudoscience and the Art of Teaching’, Australasian Journal of Special Education, vol. 32, no. 1, pp. 5–21, Apr. 2008, doi: 10.1080/10300110701845920.
[32]
J. M. Carroll, C. Bowyer-Crane, F. J. Duff, C. Hulme, and M. J. Snowling, Developing Language and Literacy. Chichester, UK: John Wiley & Sons, Ltd, 2011 [Online]. Available: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3835453890004761&institutionId=4761&customerId=4760
[33]
Y. Griffiths and M. Stuart, ‘Reviewing evidence-based practice for pupils with dyslexia and literacy difficulties’, Journal of Research in Reading, vol. 36, no. 1, pp. 96–116, Jan. 2013, doi: 10.1111/j.1467-9817.2011.01495.x.
[34]
J. Hattie, Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London: Routledge, 2009 [Online]. Available: https://ucl.userservices.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=5482863310004761&institutionId=4761&customerId=4760
[35]
M. J. Snowling and C. Hulme, ‘Evidence-based interventions for reading and language difficulties: Creating a virtuous circle’, British Journal of Educational Psychology, vol. 81, no. 1, pp. 1–23, Mar. 2011, doi: 10.1111/j.2044-8279.2010.02014.x.
[36]
E. A. Locke and G. P. Latham, ‘Building a practically useful theory of goal setting and task motivation: A 35-year odyssey.’, American Psychologist, vol. 57, no. 9, pp. 705–717, 2002, doi: 10.1037/0003-066X.57.9.705. [Online]. Available: https://ucl-new-primo.hosted.exlibrisgroup.com/permalink/f/1klfcc3/TN_apa_articles10.1037/0003-066X.57.9.705
[37]
Addressing Difficulties in Literacy Development. Routledge, 2002 [Online]. Available: http://www.tandfebooks.com/isbn/9781315015712
[38]
J. Townend and M. Turner, Dyslexia in practice: a guide for teachers. New York: Kluwer, 1999.
[39]
J. Oxley, M. 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.
[40]
P. J. Hatcher et al., ‘Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial’, Journal of Child Psychology and Psychiatry, vol. 47, no. 8, pp. 820–827, Oct. 2005, doi: 10.1111/j.1469-7610.2005.01559.x.
[41]
J. M. Carroll, C. Bowyer-Crane, F. J. Duff, C. Hulme, and M. J. Snowling, Developing Language and Literacy. Chichester, UK: John Wiley & Sons, Ltd, 2011 [Online]. Available: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3835453890004761&institutionId=4761&customerId=4760
[42]
P. J. Hatcher, F. J. Duff, and C. Hulme, Sound Linkage: An Integrated Programme for Overcoming Reading Difficulties, 3rd ed. Hoboken: Wiley, 2014 [Online]. Available: http://UCL.eblib.com/patron/FullRecord.aspx?p=1638365
[43]
R. Seabrook, G. D. A. Brown, and J. E. Solity, ‘Distributed and massed practice: from laboratory to classroom’, Applied Cognitive Psychology, vol. 19, no. 1, pp. 107–122, Jan. 2005, doi: 10.1002/acp.1066.
[44]
J. Rack and M. Turner, The study of dyslexia. New York: Kluwer Academic/Plenum Publishers, 2004.
[45]
J. Solity and J. Vousden, ‘Real books vs reading schemes: a new perspective from instructional psychology’, Educational Psychology, vol. 29, no. 4, pp. 469–511, Jul. 2009, doi: 10.1080/01443410903103657.
[46]
S. Vaughn and J. M. Fletcher, ‘Response to Intervention With Secondary School Students With Reading Difficulties’, Journal of Learning Disabilities, vol. 45, no. 3, pp. 244–256, May 2012, doi: 10.1177/0022219412442157.
[47]
J. Cogan and M. Flecker, Dyslexia in secondary school: a practical handbook for teachers, parents and students. London: Whurr, 2004.
[48]
L. Denti and G. R. Guerin, Effective practice for adolescents with reading and literacy challenges. New York: Routledge, 2008.
[49]
F. J. Duff, M. E. Hayiou-Thomas, and C. Hulme, ‘Evaluating the effectiveness of a phonologically based reading intervention for struggling readers with varying language profiles’, Reading and Writing, vol. 25, no. 3, pp. 621–640, Mar. 2012, doi: 10.1007/s11145-010-9291-6.
[50]
S. M. Ebbers and C. A. Denton, ‘A Root Awakening: Vocabulary Instruction for Older Students with Reading Difficulties’, Learning Disabilities Research & Practice, vol. 23, no. 2, pp. 90–102, May 2008, doi: 10.1111/j.1540-5826.2008.00267.x.
[51]
L. S. Fuchs, D. Fuchs, and D. L. Compton, ‘Rethinking Response to Intervention at Middle and High School’, School Psychology Review, vol. 39, no. 1, pp. 22–28, Mar. 2010, doi: 10.1080/02796015.2010.12087787.
[52]
G. Roberts, J. K. Torgesen, A. Boardman, and N. Scammacca, ‘Evidence-Based Strategies for Reading Instruction of Older Students with Learning Disabilities’, Learning Disabilities Research & Practice, vol. 23, no. 2, pp. 63–69, May 2008, doi: 10.1111/j.1540-5826.2008.00264.x.
[53]
G. Brooks and Dyslexia Trust, What works for children with literacy difficulties?: the effectiveness of intervention schemes, vol. Research report (Great Britain. Department for Education and Skills). Nottingham: DfES, 2016 [Online]. Available: http://www.interventionsforliteracy.org.uk/wp-content/uploads/2017/11/What-Works-5th-edition-Rev-Oct-2016.pdf
[54]
W. Jolliffe, A. Carss, and D. Waugh, Teaching systematic synthetic phonics in primary schools, 2nd ed. Los Angeles: SAGE, 2015.
[55]
S. Graham et al., ‘Effectiveness of Literacy Programs Balancing Reading and Writing Instruction: A Meta-Analysis’, Reading Research Quarterly, vol. 53, no. 3, pp. 279–304, Jul. 2018, doi: 10.1002/rrq.194.
[56]
J. Ron Nelson, G. J. Benner, and J. Gonzalez, ‘Learner Characteristics that Influence the Treatment Effectiveness of Early Literacy Interventions: A Meta-Analytic Review’, Learning Disabilities Research and Practice, vol. 18, no. 4, pp. 255–267, Nov. 2003, doi: 10.1111/1540-5826.00080.
[57]
M. J. Snowling, ‘Early identification and interventions for dyslexia: a contemporary view’, Journal of Research in Special Educational Needs, vol. 13, no. 1, pp. 7–14, Jan. 2013, doi: 10.1111/j.1471-3802.2012.01262.x.
[58]
J. Wanzek, J. Wexler, S. Vaughn, and S. Ciullo, ‘Reading interventions for struggling readers in the upper elementary grades: a synthesis of 20 years of research’, Reading and Writing, vol. 23, no. 8, pp. 889–912, Sep. 2010, doi: 10.1007/s11145-009-9179-5.
[59]
R. S. Johnston, J. E. Watson, and Scotland. Scottish Executive. Education Department, The effects of synthetic phonics teaching on reading and spelling attainment: a seven year longitudinal study. Edinburgh: Scottish Executive Education Department, 2005 [Online]. Available: http://dera.ioe.ac.uk/14793/
[60]
W. Jolliffe, A. Carss, and D. Waugh, Teaching systematic synthetic phonics in primary schools, 2nd ed. Los Angeles: SAGE, 2015.
[61]
Johnston & Watson, Teaching synthetic phonics in primary schools. .
[62]
M. Melby-Lervåg, S.-A. H. Lyster, and C. Hulme, ‘Phonological skills and their role in learning to read: A meta-analytic review.’, Psychological Bulletin, vol. 138, no. 2, pp. 322–352, 2012, doi: 10.1037/a0026744. [Online]. Available: http://ovidsp.ovid.com.libproxy.ucl.ac.uk/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00006823-201203000-00006&LSLINK=80&D=ovft
[63]
D. Wyse, ‘Phonics—the Whole Story? A critical review of empirical evidence’, Educational Studies, vol. 26, no. 3, pp. 355–364, Sep. 2000, doi: 10.1080/03055690050137150.
[64]
D. Wyse, ‘Phonics—the Whole Story? A critical review of empirical evidence’, Educational Studies, vol. 26, no. 3, pp. 355–364, Sep. 2000, doi: 10.1080/03055690050137150.
[65]
‘Phonics play’. [Online]. Available: https://www.phonicsplay.co.uk/WhatIsPhonics.htm
[66]
‘Letters and sounds - GOV.UK’. [Online]. Available: https://www.gov.uk/government/publications/letters-and-sounds
[67]
P. J. Clarke, M. J. Snowling, E. Truelove, and C. Hulme, ‘Ameliorating Children’s Reading-Comprehension Difficulties’, Psychological Science, vol. 21, no. 8, pp. 1106–1116, Aug. 2010, doi: 10.1177/0956797610375449.
[68]
J. C. Begeny, R. A. Levy, and S. A. Field, ‘Using Small-Group Instruction to Improve Students’ Reading Fluency: An Evaluation of the Existing Research’, Journal of Applied School Psychology, vol. 34, no. 1, pp. 36–64, Jan. 2018, doi: 10.1080/15377903.2017.1328628.
[69]
M. Nash, ‘Developing Reading Comprehension’, Child and Adolescent Mental Health, vol. 19, no. 2, pp. 160–160, May 2014, doi: 10.1111/camh.12061_5.
[70]
C. Greenway, ‘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, vol. 18, no. 2, pp. 113–137, Jun. 2002, doi: 10.1080/02667360220144557.
[71]
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, vol. 47, no. 1, pp. 199–211 [Online]. Available: https://search.proquest.com/docview/232339801?accountid=14511
[72]
J. Oakhill, K. Cain, and C. Elbro, Understanding and teaching reading comprehension: a handbook. London: Routledge, 2015 [Online]. Available: http://ucl.eblib.com/patron/FullRecord.aspx?p=1770605
[73]
W. Roberts and B. 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, vol. 26, no. 3, pp. 279–298, Sep. 2010, doi: 10.1080/02667363.2010.495215.
[74]
J. L. Donovan and C. R. Marshall, ‘Comparing the Verbal Self-Reports of Spelling Strategies Used by Children With and Without Dyslexia’, International Journal of Disability, Development and Education, vol. 63, no. 1, pp. 27–44, Jan. 2016, doi: 10.1080/1034912X.2015.1111302.
[75]
J. Hurry * et al., ‘Transforming research on morphology into teacher practice’, Research Papers in Education, vol. 20, no. 2, pp. 187–206, Jun. 2005, doi: 10.1080/02671520500078291.
[76]
M. J. Snowling and J. Stackhouse, Dyslexia, speech and language: a practitioner’s handbook, 2nd ed. London: Whurr, 2006 [Online]. Available: https://www.dawsonera.com/abstract/9780470034460
[77]
T. Nunes, P. Bryant, and J. Olsson, ‘Learning Morphological and Phonological Spelling Rules: An Intervention Study’, Scientific Studies of Reading, vol. 7, no. 3, pp. 289–307, Jul. 2003, doi: 10.1207/S1532799XSSR0703_6.
[78]
J. Oxley, M. 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.
[79]
Teaching Spelling. Routledge, 2014 [Online]. Available: http://www.tandfebooks.com/isbn/9781315815909
[80]
‘Support for spelling (National Strategies: primary)’. Department for Children, Schools and Families, 2009 [Online]. Available: http://dera.ioe.ac.uk/2424
[81]
The SAGE Handbook of Writing Development. 1 Oliver’s Yard,  55 City Road,  London    EC1Y 1SP  United Kingdom : SAGE Publications Ltd, 2009 [Online]. Available: https://ucl-new-primo.hosted.exlibrisgroup.com/permalink/f/luapog/UCL_LMS_DS51233417470004761
[82]
F. J. Duff et al., ‘Reading with vocabulary intervention: evaluation of an instruction for children with poor response to reading intervention’, Journal of Research in Reading, vol. 31, no. 3, pp. 319–336, Aug. 2008, doi: 10.1111/j.1467-9817.2008.00376.x.
[83]
I. L. Beck, L. Kucan, and M. G. McKeown, Bringing words to life: robust vocabulary instruction, 2nd ed. New York: Guilford Press, 2013 [Online]. Available: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3631291290004761&institutionId=4761&customerId=4760
[84]
J. E. Dockrell, G. Lindsay, and V. Connelly, ‘The Impact of Specific Language Impairment on Adolescents’ Written Text’, Exceptional Children, vol. 75, no. 4, pp. 427–446, Jul. 2009, doi: 10.1177/001440290907500403.
[85]
J. Townend and M. Turner, Dyslexia in practice: a guide for teachers. New York: Kluwer, 1999.
[86]
‘“What Works”: interventions for children and young people with speech, language and communication needs’. [Online]. Available: https://ucl-new-primo.hosted.exlibrisgroup.com/primo-explore/search?query=any,contains,What%20works:%20interventions%20for%20children%20and%20young%20people%20with%20speech&tab=local&search_scope=CSCOP_UCL&vid=UCL_VU2&offset=0
[87]
T. Santangelo and S. Graham, ‘A Comprehensive Meta-analysis of Handwriting Instruction’, Educational Psychology Review, vol. 28, no. 2, pp. 225–265, Jun. 2016, doi: 10.1007/s10648-015-9335-1.
[88]
R. Banks, S. Rodger, and H. J. Polatajko, ‘Mastering Handwriting: How Children with Developmental Coordination Disorder Succeed with CO-OP’, OTJR: Occupation, Participation and Health, vol. 28, no. 3, pp. 100–109, Jun. 2008, doi: 10.3928/15394492-20080601-01.
[89]
K. P. Feder and A. Majnemer, ‘Handwriting development, competency, and intervention’, Developmental Medicine & Child Neurology, vol. 49, no. 4, pp. 312–317, Apr. 2007, doi: 10.1111/j.1469-8749.2007.00312.x.
[90]
M. M. P. Hoy, M. Y. Egan, and K. P. Feder, ‘A Systematic Review of Interventions to Improve Handwriting’, Canadian Journal of Occupational Therapy, vol. 78, no. 1, pp. 13–25, Feb. 2011, doi: 10.2182/cjot.2011.78.1.3.
[91]
M. J. Snowling and J. Stackhouse, Dyslexia, speech and language: a practitioner’s handbook, 2nd ed. London: Whurr, 2006 [Online]. Available: http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9780470034460
[92]
‘National Handwriting Association – Charity promoting good practice in handwriting’. [Online]. Available: https://nha-handwriting.org.uk/
[93]
A. Dowker, ‘Interventions for Primary School Children With Difficulties in Mathematics’, in The Development of Early Childhood Mathematics Education, vol. 53, Elsevier, 2017, pp. 255–287 [Online]. Available: https://linkinghub.elsevier.com/retrieve/pii/S0065240717300186
[94]
R. Bird, The dyscalculia toolkit: supporting learning difficulties in maths, Third edition. Los Angeles: SAGE, 2017.
[95]
S. Gifford, ‘Dyscalculia: myths and models’, Research in Mathematics Education, vol. 8, no. 1, pp. 35–51, Apr. 2006, doi: 10.1080/14794800008520157.
[96]
S. A. Hecht, J. K. Torgesen, R. K. Wagner, and C. 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, vol. 79, no. 2, pp. 192–227, Jun. 2001, doi: 10.1006/jecp.2000.2586.
[97]
J. H. Hunt, 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, vol. 37, no. 2, pp. 78–88, Mar. 2016, doi: 10.1177/0741932515597293.
[98]
J. M. Young‐Loveridge, ‘The relationship between children’s home experiences and their mathematical skills on entry to school’, Early Child Development and Care, vol. 43, no. 1, pp. 43–59, Jan. 1989, doi: 10.1080/0300443890430105.
[99]
M. J. Snowling and J. Stackhouse, Dyslexia, speech and language: a practitioner’s handbook, 2nd ed. London: Whurr, 2006 [Online]. Available: https://ucl-new-primo.hosted.exlibrisgroup.com/permalink/f/1klfcc3/TN_cdi_askewsholts_vlebooks_9781118687758
[100]
D. Buckingham, Beyond Technology: Children’s Learning in the Age of Digital Culture, 1st ed. Hoboken: Wiley, 2013 [Online]. Available: http://ucl.eblib.com/patron/FullRecord.aspx?p=1174290
[101]
R. Burden and J. Burdett, ‘Factors associated with successful learning in pupils with dyslexia: a motivational analysis’, British Journal of Special Education, vol. 32, no. 2, pp. 100–104, Jun. 2005, doi: 10.1111/j.0952-3383.2005.00378.x.
[102]
R. L. Burden and M. J. Snowling, Dyslexia and self-concept: seeking a dyslexic identity. London: Whurr, 2005.
[103]
J. M. Carroll, B. Maughan, R. Goodman, and H. Meltzer, ‘Literacy difficulties and psychiatric disorders: evidence for comorbidity’, Journal of Child Psychology and Psychiatry, vol. 46, no. 5, pp. 524–532, May 2005, doi: 10.1111/j.1469-7610.2004.00366.x.
[104]
Z. Chai, C. O. Vail, and K. M. Ayres, ‘Using an iPad Application to Promote Early Literacy Development in Young Children With Disabilities’, The Journal of Special Education, vol. 48, no. 4, pp. 268–278, Feb. 2015, doi: 10.1177/0022466913517554.
[105]
J. R. Birsh, ‘Chapter 22: Multisensory teaching of basic language skills’, in Multisensory teaching of basic language skills, 3rd ed., Baltimore, Md: Paul H. Brookes, 2011 [Online]. Available: https://contentstore.cla.co.uk/secure/link?id=6d8f1977-9425-eb11-80cd-005056af4099
[106]
J. Rack and M. Turner, The study of dyslexia. New York: Kluwer Academic/Plenum Publishers, 2004.
[107]
I. Smythe, Dyslexia in the digital age: making IT work. London: Continuum, 2010.
[108]
‘BDA Technology | Technology support for all dyslexic people’. [Online]. Available: https://bdatech.org/
[109]
S. Higgins, E. Hall, and V. Baumfield, ‘A meta-analysis of the impact of the implementation of thinking skills approaches on pupils.’ 2005 [Online]. Available: http://dro.dur.ac.uk/1890/
[110]
P. C. Abrami et al., ‘Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta-Analysis’, Review of Educational Research, vol. 78, no. 4, pp. 1102–1134, Sep. 2008, doi: 10.3102/0034654308326084.
[111]
C. Dignath, G. Buettner, and H.-P. Langfeldt, ‘How can primary school students learn self-regulated learning strategies most effectively?’, Educational Research Review, vol. 3, no. 2, pp. 101–129, Jan. 2008, doi: 10.1016/j.edurev.2008.02.003.
[112]
J. Dunlosky, K. A. Rawson, E. J. Marsh, M. J. Nathan, and D. T. Willingham, ‘Improving Students’ Learning With Effective Learning Techniques’, Psychological Science in the Public Interest, vol. 14, no. 1, pp. 4–58, Jan. 2013, doi: 10.1177/1529100612453266.
[113]
H. Pashler, M. McDaniel, D. Rohrer, and R. Bjork, ‘Learning Styles’, Psychological Science in the Public Interest, vol. 9, no. 3, pp. 105–119, Dec. 2008, doi: 10.1111/j.1539-6053.2009.01038.x.
[114]
J. Rose 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 [Online]. Available: http://dera.ioe.ac.uk/14790/
[115]
Quigley, Alex, ‘Metacognition and self-regulated learning: guidance report - Digital Education Resource Archive (DERA)’. Education Endowment Foundation, 2018 [Online]. Available: https://dera.ioe.ac.uk/31617/?view=primo
[116]
Schunk, Dale H, ‘Metacognition, Self-Regulation, and Self-Regulated Learning: Research Recommendations’, Educational Psychology Review, vol. 20, pp. 463–467 [Online]. Available: https://search.proquest.com/docview/234321081?rfr_id=info%3Axri%2Fsid%3Aprimo
[117]
T. R. Guskey, Evaluating professional development. Thousand Oaks, Calif: Corwin, 2000.
[118]
S. Allison, A. Tharby, D. Lemov, and J. Ramasami, Making every lesson count: six principles to support great teaching and learning. Bancyfelin, England: Crown House Publishing Limited, 2015 [Online]. Available: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=4277149570004761&institutionId=4761&customerId=4760
[119]
‘SEND code of practice: 0 to 25 years - GOV.UK’. 11AD [Online]. Available: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
[120]
‘Great professional development which leads to great pedagogy: nine claims from research - GOV.UK’. [Online]. Available: https://www.gov.uk/government/publications/great-professional-development-which-leads-to-great-pedagogy-nine-claims-from-research
[121]
T. Shanahan, ‘National Reading Panel Report | Shanahan on Literacy’, 2005. [Online]. Available: https://shanahanonliteracy.com/blog/can-i-still-rely-on-the-national-reading-panel-report
[122]
‘Dyslexia : a cognitive developmental perspective /Margaret Snowling’. [Online]. Available: https://ucl-new-primo.hosted.exlibrisgroup.com/primo-explore/search?query=any,contains,snowling%20margaret&tab=local&search_scope=CSCOP_UCL&vid=UCL_VU2&offset=0