1.
Carroll et al: Literacy difficulties and psychiatric disorders: evidence for comorbidity, 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.
Brooks, G., Dyslexia Trust: What works for children with literacy difficulties?: the effectiveness of intervention schemes. DfES, Nottingham (2016).
3.
Carroll, J.M., Bowyer-Crane, C., Duff, F.J., Hulme, C., Snowling, M.J.: Developing Language and Literacy. John Wiley & Sons, Ltd, Chichester, UK (2011). https://doi.org/10.1002/9780470977460.
4.
Castles, A., Rastle, K., Nation, K.: Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest. 19, 5–51 (2018). https://doi.org/10.1177/1529100618772271.
5.
Duff, F.J., Clarke, P.J.: Practitioner Review: Reading disorders: what are the effective interventions and how should they be implemented and evaluated? Journal of Child Psychology and Psychiatry. 52, 3–12 (2011). https://doi.org/10.1111/j.1469-7610.2010.02310.x.
6.
Griffiths, Y., Stuart, M.: Reviewing evidence-based practice for pupils with dyslexia and literacy difficulties. Journal of Research in Reading. 36, 96–116 (2013). https://doi.org/10.1111/j.1467-9817.2011.01495.x.
7.
Rose, J., Great Britain. Department for Children, Schools and Families: Identifying and teaching children and young people with dyslexia and literacy difficulties, http://dera.ioe.ac.uk/14790/, (2009).
8.
Rose, Jim: Independent review of the teaching of early reading : final report - Digital Education Resource Archive (DERA), https://dera.ioe.ac.uk/5551/, (2006).
9.
Snowling, M.J.: Early identification and interventions for dyslexia: a contemporary view. Journal of Research in Special Educational Needs. 13, 7–14 (2013). https://doi.org/10.1111/j.1471-3802.2012.01262.x.
10.
Snowling, M.J., Hulme, C.: Evidence-based interventions for reading and language difficulties: Creating a virtuous circle. British Journal of Educational Psychology. 81, 1–23 (2011). https://doi.org/10.1111/j.2044-8279.2010.02014.x.
11.
Stuart, M., Stainthorp, R.: Reading development & teaching. Sage, Los Angeles (2016).
12.
The National Reading Panel Report. Practical Advice for Teachers. Learning Point Associates / North Central Regional Educational Laboratory (NCREL). (2005).
13.
Birsh, J.R.: Multisensory teaching of basic language skills. Paul H. Brookes, Baltimore, Md (2011).
14.
Hatcher, P.J., Duff, F.J., Hulme, C.: Sound Linkage: An Integrated Programme for Overcoming Reading Difficulties. Wiley, Hoboken (2014).
15.
Kelly, K., Phillips, S.: Teaching literacy to learners with dyslexia: a multisensory approach. SAGE, London (2016).
16.
Reid, G.: Dyslexia: a practitioner’s handbook. John Wiley & Sons, Chichester, West Sussex (2016).
17.
Thomson, M.: Supporting students with dyslexia in secondary schools: every class teacher’s guide to removing barriers and raising attainment. Routledge, London (2008).
18.
National Reading Panel Report | Shanahan on Literacy, https://shanahanonliteracy.com/blog/can-i-still-rely-on-the-national-reading-panel-report.
19.
Phillips, S., Kelly, K.S., Symes, L.: Assessment of learners with dyslexic-type difficulties. SAGE, Los Angeles, California (2013).
20.
Phillips, S., Kelly, K.S., Symes, L.: Assessment of Learners with Dyslexic-Type Difficulties. SAGE Publications, London (2013).
21.
Backhouse, G., Ruback, P.: Special needs language and literacy assessment handbook. Hodder Education, London (2011).
22.
Black, P., Wiliam, D.: Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice. 5, 7–74 (1998). https://doi.org/10.1080/0969595980050102.
23.
Carroll, J.M., Bowyer-Crane, C., Duff, F.J., Hulme, C., Snowling, M.J.: Developing Language and Literacy. John Wiley & Sons, Ltd, Chichester, UK (2011). https://doi.org/10.1002/9780470977460.
24.
FUCHS, D., FUCHS, L.S.: Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly. 41, 93–99 (2006). https://doi.org/10.1598/RRQ.41.1.4.
25.
Snowling, M.J., Stackhouse, J.: Dyslexia, speech and language: a practitioner’s handbook. Whurr, London (2006).
26.
Snowling, M.J., Hulme, C.: Evidence-based interventions for reading and language difficulties: Creating a virtuous circle. British Journal of Educational Psychology. 81, 1–23 (2011). https://doi.org/10.1111/j.2044-8279.2010.02014.x.
27.
Carroll, J.M., Bowyer-Crane, C., Duff, F.J., Hulme, C., Snowling, M.J.: Developing Language and Literacy. John Wiley & Sons, Ltd, Chichester, UK (2011). https://doi.org/10.1002/9780470977460.
28.
Chhabra, V., McCardle, P.D.: The voice of evidence in reading research. Paul H. Brookes, Baltimore, Md (2004).
29.
Rosenshine, Barak: PRINCIPLES of Instruction: Research-Based Strategies That All Teachers Should Know. The Education Digest. 78, 30–40.
30.
Hatcher, P.J., Hulme, C., Snowling, M.J.: Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure. Journal of Child Psychology and Psychiatry. 45, 338–358 (2004). https://doi.org/10.1111/j.1469-7610.2004.00225.x.
31.
Carter, M., Wheldall, K.: Why Can’t a Teacher Be More Like a Scientist? Science, Pseudoscience and the Art of Teaching. Australasian Journal of Special Education. 32, 5–21 (2008). https://doi.org/10.1080/10300110701845920.
32.
Carroll, J.M., Bowyer-Crane, C., Duff, F.J., Hulme, C., Snowling, M.J.: Developing Language and Literacy. John Wiley & Sons, Ltd, Chichester, UK (2011). https://doi.org/10.1002/9780470977460.
33.
Griffiths, Y., Stuart, M.: Reviewing evidence-based practice for pupils with dyslexia and literacy difficulties. Journal of Research in Reading. 36, 96–116 (2013). https://doi.org/10.1111/j.1467-9817.2011.01495.x.
34.
Hattie, J.: Visible learning: a synthesis of over 800 meta-analyses relating to achievement. Routledge, London (2009).
35.
Snowling, M.J., Hulme, C.: Evidence-based interventions for reading and language difficulties: Creating a virtuous circle. British Journal of Educational Psychology. 81, 1–23 (2011). https://doi.org/10.1111/j.2044-8279.2010.02014.x.
36.
Locke, E.A., Latham, G.P.: Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist. 57, 705–717 (2002). https://doi.org/10.1037/0003-066X.57.9.705.
37.
Addressing Difficulties in Literacy Development. Routledge (2002). https://doi.org/10.4324/9781315015712.
38.
Townend, J., Turner, M.: Dyslexia in practice: a guide for teachers. Kluwer, New York (1999).
39.
Oxley, J., Thomson, M., Great Britain. Department for Education and Skills. Special Educational Needs Division, British Dyslexia Association: Dyslexia: perspectives for classroom practitioners. [British Dyslexia Association], [Reading] (2004).
40.
Hatcher, P.J., Hulme, C., Miles, J.N.V., Carroll, J.M., Hatcher, J., Gibbs, S., Smith, G., Bowyer-Crane, C., Snowling, M.J.: Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial. Journal of Child Psychology and Psychiatry. 47, 820–827 (2005). https://doi.org/10.1111/j.1469-7610.2005.01559.x.
41.
Carroll, J.M., Bowyer-Crane, C., Duff, F.J., Hulme, C., Snowling, M.J.: Developing Language and Literacy. John Wiley & Sons, Ltd, Chichester, UK (2011). https://doi.org/10.1002/9780470977460.
42.
Hatcher, P.J., Duff, F.J., Hulme, C.: Sound Linkage: An Integrated Programme for Overcoming Reading Difficulties. Wiley, Hoboken (2014).
43.
Seabrook, R., Brown, G.D.A., Solity, J.E.: Distributed and massed practice: from laboratory to classroom. Applied Cognitive Psychology. 19, 107–122 (2005). https://doi.org/10.1002/acp.1066.
44.
Rack, J., Turner, M.: The study of dyslexia. Kluwer Academic/Plenum Publishers, New York (2004).
45.
Solity, J., Vousden, J.: Real books vs reading schemes: a new perspective from instructional psychology. Educational Psychology. 29, 469–511 (2009). https://doi.org/10.1080/01443410903103657.
46.
Vaughn, S., Fletcher, J.M.: Response to Intervention With Secondary School Students With Reading Difficulties. Journal of Learning Disabilities. 45, 244–256 (2012). https://doi.org/10.1177/0022219412442157.
47.
Cogan, J., Flecker, M.: Dyslexia in secondary school: a practical handbook for teachers, parents and students. Whurr, London (2004).
48.
Denti, L., Guerin, G.R.: Effective practice for adolescents with reading and literacy challenges. Routledge, New York (2008).
49.
Duff, F.J., Hayiou-Thomas, M.E., Hulme, C.: Evaluating the effectiveness of a phonologically based reading intervention for struggling readers with varying language profiles. Reading and Writing. 25, 621–640 (2012). https://doi.org/10.1007/s11145-010-9291-6.
50.
Ebbers, S.M., Denton, C.A.: A Root Awakening: Vocabulary Instruction for Older Students with Reading Difficulties. Learning Disabilities Research & Practice. 23, 90–102 (2008). https://doi.org/10.1111/j.1540-5826.2008.00267.x.
51.
Fuchs, Lynn SFuchs, DouglasCompton, Donald L: Rethinking Response to Intervention at Middle and High School. School Psychology Review. 39, 22–28.
52.
Roberts, G., Torgesen, J.K., Boardman, A., Scammacca, N.: Evidence-Based Strategies for Reading Instruction of Older Students with Learning Disabilities. Learning Disabilities Research & Practice. 23, 63–69 (2008). https://doi.org/10.1111/j.1540-5826.2008.00264.x.
53.
Brooks, G., Dyslexia Trust: What works for children with literacy difficulties?: the effectiveness of intervention schemes. DfES, Nottingham (2016).
54.
Jolliffe, W., Carss, A., Waugh, D.: Teaching systematic synthetic phonics in primary schools. SAGE, Los Angeles (2015).
55.
Graham, S., Liu, X., Aitken, A., Ng, C., Bartlett, B., Harris, K.R., Holzapfel, J.: Effectiveness of Literacy Programs Balancing Reading and Writing Instruction: A Meta-Analysis. Reading Research Quarterly. 53, 279–304 (2018). https://doi.org/10.1002/rrq.194.
56.
Ron Nelson, J., Benner, G.J., Gonzalez, J.: Learner Characteristics that Influence the Treatment Effectiveness of Early Literacy Interventions: A Meta-Analytic Review. Learning Disabilities Research and Practice. 18, 255–267 (2003). https://doi.org/10.1111/1540-5826.00080.
57.
Snowling, M.J.: Early identification and interventions for dyslexia: a contemporary view. Journal of Research in Special Educational Needs. 13, 7–14 (2013). https://doi.org/10.1111/j.1471-3802.2012.01262.x.
58.
Wanzek, J., Wexler, J., Vaughn, S., Ciullo, S.: Reading interventions for struggling readers in the upper elementary grades: a synthesis of 20 years of research. Reading and Writing. 23, 889–912 (2010). https://doi.org/10.1007/s11145-009-9179-5.
59.
Johnston, R.S., Watson, J.E., Scotland. Scottish Executive. Education Department: The effects of synthetic phonics teaching on reading and spelling attainment: a seven year longitudinal study. Scottish Executive Education Department, Edinburgh (2005).
60.
Jolliffe, W., Carss, A., Waugh, D.: Teaching systematic synthetic phonics in primary schools. SAGE, Los Angeles (2015).
61.
Johnston & Watson: Teaching synthetic phonics in primary schools.
62.
Melby-Lervåg, M., Lyster, S.-A.H., Hulme, C.: Phonological skills and their role in learning to read: A meta-analytic review. Psychological Bulletin. 138, 322–352 (2012). https://doi.org/10.1037/a0026744.
63.
Wyse, D.: Phonics—the Whole Story? A critical review of empirical evidence. Educational Studies. 26, 355–364 (2000). https://doi.org/10.1080/03055690050137150.
64.
Wyse, D.: Phonics—the Whole Story? A critical review of empirical evidence. Educational Studies. 26, 355–364 (2000). https://doi.org/10.1080/03055690050137150.
65.
Phonics play, https://www.phonicsplay.co.uk/WhatIsPhonics.htm.
66.
Letters and sounds - GOV.UK, https://www.gov.uk/government/publications/letters-and-sounds.
67.
Clarke, P.J., Snowling, M.J., Truelove, E., Hulme, C.: Ameliorating Children’s Reading-Comprehension Difficulties. Psychological Science. 21, 1106–1116 (2010). https://doi.org/10.1177/0956797610375449.
68.
Begeny, J.C., Levy, R.A., Field, S.A.: Using Small-Group Instruction to Improve Students’ Reading Fluency: An Evaluation of the Existing Research. Journal of Applied School Psychology. 34, 36–64 (2018). https://doi.org/10.1080/15377903.2017.1328628.
69.
Nash, M.: Developing Reading Comprehension, P.J., Clarke, E., Truelove, C., Hulme & M.J., Snowling Chichester: Wiley‐Blackwell, 2013. pp. 208, £29.99 (pb). ISBN: 978‐1‐118‐60675‐9. Child and Adolescent Mental Health. 19, 160–160 (2014). https://doi.org/10.1111/camh.12061_5.
70.
Greenway, C.: The Process, Pitfalls and Benefits of Implementing a Reciprocal Teaching Intervention to Improve the Reading Comprehension of a Group of Year 6 Pupils. Educational Psychology in Practice. 18, 113–137 (2002). https://doi.org/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. 47, 199–211.
72.
Oakhill, J., Cain, K., Elbro, C.: Understanding and teaching reading comprehension: a handbook. Routledge, London (2015).
73.
Roberts, W., Norwich, B.: Using precision teaching to enhance the word reading skills and academic self‐concept of secondary school students: a role for professional educational psychologists. Educational Psychology in Practice. 26, 279–298 (2010). https://doi.org/10.1080/02667363.2010.495215.
74.
Donovan, J.L., Marshall, C.R.: Comparing the Verbal Self-Reports of Spelling Strategies Used by Children With and Without Dyslexia. International Journal of Disability, Development and Education. 63, 27–44 (2016). https://doi.org/10.1080/1034912X.2015.1111302.
75.
Hurry *, J., Nunes, T., Bryant, P., Pretzlik, U., Parker, M., Curno, T., Midgley, L.: Transforming research on morphology into teacher practice. Research Papers in Education. 20, 187–206 (2005). https://doi.org/10.1080/02671520500078291.
76.
Snowling, M.J., Stackhouse, J.: Dyslexia, speech and language: a practitioner’s handbook. Whurr, London (2006).
77.
Nunes, T., Bryant, P., Olsson, J.: Learning Morphological and Phonological Spelling Rules: An Intervention Study. Scientific Studies of Reading. 7, 289–307 (2003). https://doi.org/10.1207/S1532799XSSR0703_6.
78.
Oxley, J., Thomson, M., Great Britain. Department for Education and Skills. Special Educational Needs Division, British Dyslexia Association: Dyslexia: perspectives for classroom practitioners. [British Dyslexia Association], [Reading] (2004).
79.
Teaching Spelling. Routledge (2014). https://doi.org/10.4324/9781315815909.
80.
Support for spelling (National Strategies: primary), http://dera.ioe.ac.uk/2424, (2009).
81.
The SAGE Handbook of Writing Development. SAGE Publications Ltd, 1 Oliver’s Yard,  55 City Road,  London    EC1Y 1SP  United Kingdom  (2009). https://doi.org/10.4135/9780857021069.
82.
Duff, F.J., Fieldsend, E., Bowyer-Crane, C., Hulme, C., Smith, G., Gibbs, S., Snowling, M.J.: Reading with vocabulary intervention: evaluation of an instruction for children with poor response to reading intervention. Journal of Research in Reading. 31, 319–336 (2008). https://doi.org/10.1111/j.1467-9817.2008.00376.x.
83.
Beck, I.L., Kucan, L., McKeown, M.G.: Bringing words to life: robust vocabulary instruction. Guilford Press, New York (2013).
84.
Dockrell, J.E., Lindsay, G., Connelly, V.: The Impact of Specific Language Impairment on Adolescents’ Written Text. Exceptional Children. 75, 427–446 (2009). https://doi.org/10.1177/001440290907500403.
85.
Townend, J., Turner, M.: Dyslexia in practice: a guide for teachers. Kluwer, New York (1999).
86.
‘What Works’: interventions for children and young people with speech, language and communication needs, 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.
Santangelo, T., Graham, S.: A Comprehensive Meta-analysis of Handwriting Instruction. Educational Psychology Review. 28, 225–265 (2016). https://doi.org/10.1007/s10648-015-9335-1.
88.
Banks, R., Rodger, S., Polatajko, H.J.: Mastering Handwriting: How Children with Developmental Coordination Disorder Succeed with CO-OP. OTJR: Occupation, Participation and Health. 28, 100–109 (2008). https://doi.org/10.3928/15394492-20080601-01.
89.
Feder, K.P., Majnemer, A.: Handwriting development, competency, and intervention. Developmental Medicine & Child Neurology. 49, 312–317 (2007). https://doi.org/10.1111/j.1469-8749.2007.00312.x.
90.
Hoy, M.M.P., Egan, M.Y., Feder, K.P.: A Systematic Review of Interventions to Improve Handwriting. Canadian Journal of Occupational Therapy. 78, 13–25 (2011). https://doi.org/10.2182/cjot.2011.78.1.3.
91.
Snowling, M.J., Stackhouse, J.: Dyslexia, speech and language: a practitioner’s handbook. Whurr, London (2006).
92.
National Handwriting Association – Charity promoting good practice in handwriting, https://nha-handwriting.org.uk/.
93.
Dowker A 2009 What works for children with mathematical difficulties?The effectiveness of intervention schemes, https://www.google.co.uk/search?q=Dowker+et+al+numeracy&rlz=1C1GCEA_enGB825GB825&oq=Dowker+et+al+numeracy&aqs=chrome..69i57.8216j1j8&sourceid=chrome&ie=UTF-8.
94.
Bird, R.: The dyscalculia toolkit: supporting learning difficulties in maths. SAGE, Los Angeles (2017).
95.
Gifford, S.: Dyscalculia: myths and models. Research in Mathematics Education. 8, 35–51 (2006). https://doi.org/10.1080/14794800008520157.
96.
Hecht, S.A., Torgesen, J.K., Wagner, R.K., Rashotte, C.A.: 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, 192–227 (2001). https://doi.org/10.1006/jecp.2000.2586.
97.
Hunt, J.H., Valentine, C., Bryant, D.P., Pfannenstiel, K.H., Bryant, B.R.: Supplemental Mathematics Intervention: How and Why Special Educators Intensify Intervention for Students With Learning Disabilities. Remedial and Special Education. 37, 78–88 (2016). https://doi.org/10.1177/0741932515597293.
98.
Young‐Loveridge, J.M.: The relationship between children’s home experiences and their mathematical skills on entry to school. Early Child Development and Care. 43, 43–59 (1989). https://doi.org/10.1080/0300443890430105.
99.
Snowling, M.J., Stackhouse, J.: Dyslexia, speech and language: a practitioner’s handbook. Whurr, London (2006).
100.
Buckingham, D.: Beyond Technology: Children’s Learning in the Age of Digital Culture. Wiley, Hoboken (2013).
101.
Burden, R., Burdett, J.: Factors associated with successful learning in pupils with dyslexia: a motivational analysis. British Journal of Special Education. 32, 100–104 (2005). https://doi.org/10.1111/j.0952-3383.2005.00378.x.
102.
Burden, R.L., Snowling, M.J.: Dyslexia and self-concept: seeking a dyslexic identity. Whurr, London (2005).
103.
Carroll, J.M., Maughan, B., Goodman, R., Meltzer, H.: Literacy difficulties and psychiatric disorders: evidence for comorbidity. Journal of Child Psychology and Psychiatry. 46, 524–532 (2005). https://doi.org/10.1111/j.1469-7610.2004.00366.x.
104.
Chai, Z., Vail, C.O., Ayres, K.M.: Using an iPad Application to Promote Early Literacy Development in Young Children With Disabilities. The Journal of Special Education. 48, 268–278 (2015). https://doi.org/10.1177/0022466913517554.
105.
Birsh, J.R.: Multisensory teaching of basic language skills. Paul H. Brookes, Baltimore, Md (2011).
106.
Rack, J., Turner, M.: The study of dyslexia. Kluwer Academic/Plenum Publishers, New York (2004).
107.
Smythe, I.: Dyslexia in the digital age: making IT work. Continuum, London (2010).
108.
BDA Technology | Technology support for all dyslexic people, https://bdatech.org/.
109.
A meta-analysis of the impact of the implementation of thinking skills approaches on pupils.
110.
Abrami, P.C., Bernard, R.M., Borokhovski, E., Wade, A., Surkes, M.A., Tamim, R., Zhang, D.: Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta-Analysis. Review of Educational Research. 78, 1102–1134 (2008). https://doi.org/10.3102/0034654308326084.
111.
Dignath, C., Buettner, G., Langfeldt, H.-P.: How can primary school students learn self-regulated learning strategies most effectively? Educational Research Review. 3, 101–129 (2008). https://doi.org/10.1016/j.edurev.2008.02.003.
112.
Dunlosky, J., Rawson, K.A., Marsh, E.J., Nathan, M.J., Willingham, D.T.: Improving Students’ Learning With Effective Learning Techniques. Psychological Science in the Public Interest. 14, 4–58 (2013). https://doi.org/10.1177/1529100612453266.
113.
Pashler, H., McDaniel, M., Rohrer, D., Bjork, R.: Learning Styles. Psychological Science in the Public Interest. 9, 105–119 (2008). https://doi.org/10.1111/j.1539-6053.2009.01038.x.
114.
Rose, J., 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).
115.
Quigley, Alex: Metacognition and self-regulated learning: guidance report - Digital Education Resource Archive (DERA), https://dera.ioe.ac.uk/31617/?view=primo, (2018).
116.
Schunk, Dale H: Metacognition, Self-Regulation, and Self-Regulated Learning: Research Recommendations. Educational Psychology Review. 20, 463–467.
117.
Guskey, T.R.: Evaluating professional development. Corwin, Thousand Oaks, Calif (2000).
118.
Allison, S., Tharby, A., Lemov, D., Ramasami, J.: Making every lesson count: six princlipes to support great teaching and learning. Crown House Publishing Limited, Bancyfelin, England (2015).
119.
SEND code of practice: 0 to 25 years - GOV.UK, 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, https://www.gov.uk/government/publications/great-professional-development-which-leads-to-great-pedagogy-nine-claims-from-research.
121.
National Reading Panel Report | Shanahan on Literacy, https://shanahanonliteracy.com/blog/can-i-still-rely-on-the-national-reading-panel-report.
122.
Dyslexia : a cognitive developmental perspective /Margaret Snowling, 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.