Bibliography for EYPEG151A: Literacy Practice in Writing and Comprehension BETA

Bazerman, C. (2017) ‘Bazerman, C. et al (2017) “Taking the long view on Writing Development” Research in the Teaching of English; Urbana, vol 51:3 pp. 351-360’. Available at: https://search.proquest.com/docview/1873998292?accountid=14511.

Beard, R. (2000) ‘Chapter 8’, in Developing writing 3-13. London: Hodder & Stoughton, pp. 170–190.

Beard, R. and Burrell, A. (2010) ‘Investigating narrative writing by 9-11-year-olds’, Journal of Research in Reading, 33(1), pp. 77–93. Available at: https://doi.org/10.1111/j.1467-9817.2009.01433.x.

Bearne, E. (2003) ‘Rethinking literacy: communication, representation and text’, Literacy (formerly Reading), 37(3), pp. 98–103. Available at: https://doi.org/10.1046/j.0034-0472.2003.03703002.x.

Bearne, E. (2009) ‘Bearne, E. (2009). Multimodality, Literacy and Texts: Developing a Discourse. Journal of Early Childhood Literacy, 9(2), 156–187’, Written Communication, 2(2), pp. 156–187. Available at: https://doi.org/https://journals.sagepub.com/doi/abs/10.1177/1468798409105585.

Bryant, P. and Nunes, T. (2009) ‘Chapter 22: Morphemes and children’s spelling’, in The SAGE handbook of writing development. Los Angeles: SAGE. Available at: http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-04-07T17%3A22%3A31IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=The%20SAGE%20handbook%20of%20writing%20development&rft.aulast=Beard&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=9781412948463&rft.isbn=9780857021069&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://knowledge.sagepub.com.libproxy.ucl.ac.uk/view/hdbk_writingdev/SAGE.xml&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002674536%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng.

Dallacqua, A.K., Kersten, S. and Rhoades, M. (2015) ‘Using Shaun Tan’s Work to Foster Multiliteracies in 21st-Century Classrooms’, The Reading Teacher, 69(2), pp. 207–217. Available at: https://doi.org/10.1002/trtr.1395.

Dyson, A.H. (2009) ‘Writing in Childhood Worlds’, in The SAGE handbook of writing development. Los Angeles: SAGE, pp. 32–45. Available at: https://contentstore.cla.co.uk/secure/link?id=3559bd44-6e1b-e711-80c9-005056af4099.

Ford, M.P. and Opitz, M.F. (2008) ‘A National Survey of Guided Reading Practices: What We Can Learn from Primary Teachers’, Literacy Research and Instruction, 47(4), pp. 309–331. Available at: https://doi.org/10.1080/19388070802332895.

Jewitt, C. (2008) ‘Jewitt, C. (2008). Multimodality and Literacy in School Classrooms. Review of Research in Education, 32(1), 241–267.’, Review of Research in Education, 32(1), pp. 241–267. Available at: https://doi.org/https://journals.sagepub.com/doi/10.3102/0091732X07310586.

Kellogg, R.T. (2008) ‘Training writing skills: A cognitive developmental perspective’, Journal of Writing Research, 1(1), pp. 1–26. Available at: https://doi.org/10.17239/jowr-2008.01.01.1.

Kintsch, W. and Rawson, K.A. (2008) ‘Chapter 12: Comprehension’, in The science of reading: a handbook. Hoboken, NJ: Wiley InterScience, pp. 209–226. Available at: http://dx.doi.org/10.1002/9780470757642.

Myhill, D. et al. (2013) ‘Playful explicitness with grammar: a pedagogy for writing’, Literacy, 47(2), pp. 103–111. Available at: https://doi.org/10.1111/j.1741-4369.2012.00674.x.

Oakhill, J., Cain, K. and Elbro, C. (2015) Understanding and teaching reading comprehension: a handbook. London: Routledge. Available at: http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-08-23T11%3A41%3A58IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Understanding%20and%20Teaching%20Reading%20Comprehension%20A%20handbook&rft.aulast=Oakhill&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Oakhill,%20Jane&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=9780415698306&rft.isbn=9781317628996&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://ucl.eblib.com/patron/FullRecord.aspx?p=1770605&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002686136%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng.

Pinnell, G.S. and Fountas, I.C. (2010) ‘Research base for guided reading as an instructional approach’. Available at: http://teacher.scholastic.com/products/guidedreading/pdf/2.0_InYourClassroom/GR_Research_Paper_2010.pdf.

Reutzel, D.R. (2015) ‘Early Literacy Research: Findings Primary-Grade Teachers Will Want to Know’, The Reading Teacher, 69(1). Available at: http://ucl-primo.hosted.exlibrisgroup.com/primo_library/libweb/action/display.do?frbrVersion=3&tabs=detailsTab&ct=display&fn=search&doc=TN_proquest1728646661&indx=1&recIds=TN_proquest1728646661&recIdxs=0&elementId=0&renderMode=poppedOut&displayMode=full&frbrVersion=3&frbg=&&dscnt=0&scp.scps=scope%3A%28UCL%29%2Cprimo_central_multiple_fe&tb=t&vid=UCL_VU1&mode=Basic&srt=rank&tab=local&dum=true&vl(freeText0)=Early%20Literacy%20Research%3A%20Findings%20primary-grade%20teachers%20will%20want%20to%20know&dstmp=1491575263458.

Schwartz, R.M. (2005) ‘Decisions, Decisions: Responding to Primary Students During Guided Reading’, The Reading Teacher, 58(5), pp. 436–443. Available at: https://doi.org/10.1598/RT.58.5.3.

Wery, J. and Thomson, M.M. (2013) ‘Motivational strategies to enhance effective learning in teaching struggling students’, Support for Learning, 28(3), pp. 103–108. Available at: https://doi.org/10.1111/1467-9604.12027.

Wray, D. (1994) ‘Chapter 5’, in Literacy and awareness. London: Hodder and Stoughton in association with the United Kingdom Reading Association.