A. Lambirth. (2007). Chapter 2. In Poetry matters (pp. 4–10). United Kingdom Literacy Association. https://contentstore.cla.co.uk/secure/link?id=48a3a822-a1c3-e711-80cb-005056af4099
Andrew Lambirth, Susanna Steel, Sara Smith, & 2012. (1966). Poetry is happening but I don’t exactly know how” Literacy Subject leaders perceptions of poetry in their primary schools. Literacy, 46(2), 73–80. https://doi.org/10.1111/j.1741-4369.2011.00654.x
Arizpe, E., Colomer, T., & Martínez-Roldán, C. (2014a). Chapter 9: Looking Together: Image-based Strategies for Inclusive Pedagogy. In Visual journeys through wordless narratives: an international inquiry with immigrant children and The arrival (pp. 199–216). Bloomsbury Academic. https://doi.org/10.5040/9781472593283.ch-009
Arizpe, E., Colomer, T., & Martínez-Roldán, C. (2014b). Visual journeys through wordless narratives: an international inquiry with immigrant children and The arrival. Bloomsbury Academic. https://doi.org/10.5040/9781472593283
Arizpe, E., & Styles, M. (2003). Children reading pictures: interpreting visual texts. RoutledgeFalmer. http://www.tandfebooks.com/isbn/9780203005156
Arizpe, E., & Styles, M. (2016). Children reading picturebooks: interpreting visual texts (Second edition). Routledge. http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-10-27T15%3A57%3A34IST&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=Children%20reading%20picturebooks%20:%20interpreting%20visual%20texts&rft.aulast=Arizpe&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Arizpe,%20Evelyn,%201965-,%20author&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=&rft.isbn=9781315683911&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=https://www.taylorfrancis.com/books/9781315683911&rft_dat=002860508&rft.eisbn=&rft_id=info:oai/&req.language=eng
Baddeley, P., & Eddershaw, C. (1994). How do you read that bit? Reading the conventions. In Not-so-simple picture books: developing responses to literature with 4-12 year olds (pp. 5–12). Trentham Books. https://contentstore.cla.co.uk/secure/link?id=d8469513-3945-e711-80cb-005056af4099
Barrs, M. (2000). Barrs, M. (2000) The Reader in the Writer. Reading Vol 34:2, pp 54-60. UKLA. Reading (Formerly Reading), 34(2), 54–60. https://doi.org/10.1111/1467-9345.00135
Barrs, M., & Cork, V. (2001). Five pedagogies. In The reader in the writer: the links between the study of literature and writing development at key stage 2 (pp. 71–88). Centre for Language in Primary Education. https://contentstore.cla.co.uk/secure/link?id=ef54300d-3945-e711-80cb-005056af4099
Barrs, M., Cork, V., & Centre for Literacy in Primary Education (London, England). (2001). The reader in the writer: the links between the study of literature and writing development at key stage 2. Centre for Language in Primary Education.
Barrs, M., Thomas, A., & Centre for Literacy in Primary Education (London, England). (1991). The reading book. CPLE.
Bell, J., & Waters, S. (2014). Doing your research project: a guide for first-time researchers (Sixth edition). Open University Press. http://UCL.eblib.com/patron/FullRecord.aspx?p=1910218
Bromley, H. (2000a). Ways into reading through game playing. In Book-based reading games (pp. 4–9). Centre for Language in Primary Education. https://contentstore.cla.co.uk/secure/link?id=db469513-3945-e711-80cb-005056af4099
Bromley, H. (2000b). Ways into reading through game playing. In Book-based reading games (pp. 4–9). Centre for Language in Primary Education. https://contentstore.cla.co.uk/secure/link?id=db469513-3945-e711-80cb-005056af4099
Bromley, H. & Centre for Literacy in Primary Education (London, England). (2000). Book-based reading games. Centre for Language in Primary Education.
Bunting, J. (2012). Introduction - Bookpower: Literacy through literature. In BookPower: literacy through literature : year 3 (pp. 5–12). CLPE. https://contentstore.cla.co.uk/secure/link?id=9ff5dd14-f2b8-e911-80cd-005056af4099
Bunting, J., Barrs, M., Nicholson, D., & Centre for Literacy in Primary Education (London, England). (2005). BookPower: literacy through literature : year 5. Centre for Literacy in Primary Education.
Bunting, J., Barrs, M., Nicholson, D., O’Sullivan, O., & Centre for Literacy in Primary Education (London, England). (2006). BookPower: literacy through literature : year 6. Centre for Literacy in Primary Education.
Bunting, J., Ellis, S., McGonigle, S., & Vernon, J. (n.d.-a). BookPower: literacy through literature : year 3.
Bunting, J., Ellis, S., McGonigle, S., & Vernon, J. (n.d.-b). Introduction. In BookPower: literacy through literature : year 3 (pp. 5–12). https://contentstore.cla.co.uk/secure/link?id=9335691a-3945-e711-80cb-005056af4099
Bunting, J., Ellis, S., & Vernon, J. (2010). BookPower: literacy through literature : year 2. Centre for Literacy in Primary Education.
Bunting, J., McGonigle, S., O’Sullivan, O., Ross, A., & Centre for Literacy in Primary Education (London, England). (2008). BookPower: literacy through literature : year 1. Centre for Literacy in Primary Education.
Chambers, A. (2011a). Tell me: children, reading and talk : with The reading environment. Thimble Press.
Chambers, A. (2011b). The framework of ‘tell me’ questions. In Tell me: children, reading and talk : with The reading environment (pp. 172–182). Thimble Press. https://contentstore.cla.co.uk/secure/link?id=f254300d-3945-e711-80cb-005056af4099
Christine Braid, & Brian Finch. (2015). Ah, I know why…”: children developing understandings through engaging with a picture book. Literacy, 49(3). https://doi.org/10.1111/lit.12057
Cliff Hodges, G. (2016). Researching and teaching reading: developing pedagogy through critical enquiry. Routledge. http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-10-27T16%3A15%3A52IST&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=Researching%20and%20teaching%20reading%20developing%20pedagogy%20through%20critical%20enquiry&rft.aulast=Cliff%20Hodges&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Cliff%20Hodges,%20Gabrielle&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=9781138816541&rft.isbn=9781315746029&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=https://www.taylorfrancis.com/books/9781315746029&rft_dat=<UCL_LMS_DS>002889727</UCL_LMS_DS><url></url>&rft.eisbn=&rft_id=info:oai/&req.language=eng
Collins, F. M. (2005). ‘She’s sort of dragging me into the story!’ Student teachers’ experiences of reading aloud in Key Stage 2 classes. Literacy (Formerly Reading), 39(1), 10–17. https://doi.org/10.1111/j.1741-4350.2005.00392.x
Commeyras, M., Olson, J., Shockley Bisplinghoff, B., & International Reading Association. (2003). Teachers as readers: perspectives on the importance of reading in teachers’ classrooms and lives. International Reading Association.
Corcoran, B., & Evans, E. (1987). Readers recreating texts. In Readers, texts, teachers: Vol. English, language, and education series (pp. 22–40). Open University Press. https://contentstore.cla.co.uk/secure/link?id=da469513-3945-e711-80cb-005056af4099
Cremin, T. (2015a). Chapter 1: Teaching English Creatively. In Teaching English creatively (Second edition, pp. 1–12). Routledge. https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=2034018
Cremin, T. (2015b). Chapter 8: Exploring fiction texts creatively. In Teaching English creatively: Vol. Learning to teach in the primary school series (Second edition, pp. 101–115). Routledge. https://ebookcentral.proquest.com/lib/UCL/detail.action?docID=2034018
Cremin, T. (2015c). Teaching English creatively: Vol. Learning to teach in the primary school series (Second edition). Routledge. https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=2034018
Cremin, T., Goouch, K., & Lambirth, A. (2005). Creativity and writing: developing voice and verve in the classroom. Routledge. https://doi.org/10.4324/9780203391075
Daniel, A. K. (2012a). Chapter 4: Forging the tale anew: Adapting the stoy for classroom telling. In Storytelling across the primary curriculum. Routledge. https://doi.org/10.4324/9780203155370
Daniel, A. K. (2012b). Chapter 5: The craft of classroom storytelling. In Storytelling across the primary curriculum (1st ed). Routledge. https://ucl-new-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=UCL_LMS_DS21140828380004761&context=L&vid=UCL_VU2&search_scope=CSCOP_UCL&tab=local&lang=en_US
Daniels, H. (2002). Literature circles: voice and choice in book clubs and reading groups (2nd ed). Stenhouse Publishers. http://UCL.eblib.com/patron/FullRecord.aspx?p=280893
Dombey, H., Bearne, E., & United Kingdom Literacy Association. (2010). Teaching reading: what the evidence says. United Kingdom Literacy Association.
Dominic Wyse [et. al]. (2013). Chapter 3: Children’s Literature. In Teaching English, language and literacy (3rd ed, pp. 39–64). Routledge. https://doi.org/https://doi.org/10.4324/9780203073520
Dymoke, S., Barrs, M., Lambirth, A., & Wilson, A. (2015). Making Poetry Happen: Transforming the Poetry Classroom (1st ed.). Bloomsbury Publishing. https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1873373
Dymoke, S., Lambirth, A., & Wilson, A. (2013). Making poetry matter: international research on poetry pedagogy. Bloomsbury Academic. https://www-bloomsburycollections-com.libproxy.ucl.ac.uk/book/making-poetry-matter-international-research-on-poetry-pedagogy/
Ellis, S., & Barrs, M. (1995). Involving children in poetry and shaping poetry. In Hands on poetry: using poetry in the classroom. Centre for Language in Primary Education. https://contentstore.cla.co.uk/secure/link?id=f054300d-3945-e711-80cb-005056af4099
Elton-Chalcraft, S., Hansen, A., & Twiselton, S. (2008). Doing classroom research: a step-by-step guide for student teachers. Open University Press. http://UCL.eblib.com/patron/FullRecord.aspx?p=369498
Evans, J. (2009). Talking beyond the page: reading and responding to picturebooks. Routledge.
Evans, J. (2015). Challenging and controversial picturebooks: creative and critical responses to visual texts. Routledge. https://www-taylorfrancis-com.libproxy.ucl.ac.uk/books/e/9781317631606
Fox, C. (1993). At the very edge of the forest: the influence of literature on storytelling by children: Vol. Cassell education. Cassell.
Fox, C., & Meek, M. (1993). Closing thoughts on story and education. In At the very edge of the forest: the influence of literature on storytelling by children (pp. 190–194). Cassell. https://contentstore.cla.co.uk/secure/link?id=f154300d-3945-e711-80cb-005056af4099
Gamble, N. (2013a). Chapter 1: Developing personal knowledge about books. In Exploring children’s literature: reading with pleasure and purpose (3rd ed, pp. 1–16). SAGE. https://contentstore.cla.co.uk/secure/link?id=081db0f5-29af-e711-80cb-005056af4099
Gamble, N. (2013b). Exploring children’s literature: reading with pleasure and purpose (3rd ed). SAGE. https://read.kortext.com/reader/epub/377690?page=
Goodwin, P. (2009). Chapter 9: Developing understanding of narrative, empathy and inference through picture books. In Talking beyond the page: reading and responding to picturebooks (pp. 152–167). Routledge. https://contentstore.cla.co.uk/secure/link?id=17b67886-7a11-e811-80cd-005056af4099
Goodwin, P. (2011). The literate classroom (3rd ed). Routledge. http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-10-27T16%3A06%3A00IST&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%20literate%20classroom&rft.aulast=Goodwin&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=&rft.isbn=9781315270647&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=https://www.taylorfrancis.com/books/9781315270647&rft_dat=002860471&rft.eisbn=&rft_id=info:oai/&req.language=eng
Grainger, T., Goouch, K., & Lambirth, A. (2005). Artistic Voices: Drama. In Creativity and writing: developing voice and verve in the classroom (pp. 101–119). Routledge. http://www.dawsonera.com.libproxy.ucl.ac.uk/depp/reader/protected/external/AbstractView/S9780203391075
Great Britain. Department for Education and Skills. (2007). Statutory framework for the early years foundation stage: setting the standards for learning, development and care for children from birth to five. DfES. http://www.standards.dfes.gov.uk/eyfs/resources/downloads/statutory-framework.pdf
Grugeon, E., Gardner, P., & De Montfort University. School of Education. (2000). The art of storytelling for teachers and pupils: using stories to develop literacy in primary classrooms. David Fulton. http://dx.doi.org/10.4324/9781315068527
Hall, K. (2003a). Introduction to part three: A socio cultural perspective on reading. In Listening to Stephen read: multiple perspectives on literacy (pp. 115–124). Open UP. https://contentstore.cla.co.uk/secure/link?id=f354300d-3945-e711-80cb-005056af4099
Hall, K. (2003b). Listening to Stephen read: multiple perspectives on literacy. Open UP.
Hobsbaum, A., Gamble, N., & Reedy, D. (2012). Guiding Reading: A handbook for teaching guided reading at Key Stage 2: Vol. Guided Reading (2nd ed.). Institute of Education Press. https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1047858
Johnson, J. E. (2014). Chapter 15: Play Provisions and Pedagogy in Curricular Approaches. In The SAGE handbook of play and learning in early childhood (pp. 180–191). SAGE Publications. https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1712668
Language and education. (n.d.). https://www.tandfonline.com/loi/rlae20
Lewis, M. (2009). Chapter 10: Exploring non-fiction texts creatively. In Teaching English creatively: Vol. Learning to teach in the primary school series (pp. 128–141). Routledge. http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9780203867501
Lockwood, M. J. (2008). Chapter 2: Becoming a reading for pleasure school. In Promoting reading for pleasure in the primary school (pp. 14–46). SAGE. https://doi.org/10.4135/9781446214251
Maine, F. (2015). Dialogic readers: children talking and thinking together about visual texts. Routledge. http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-10-27T16%3A14%3A21IST&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=Dialogic%20readers%20:%20children%20talking%20and%20thinking%20together%20about%20visual%20texts&rft.aulast=Maine&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Maine,%20Fiona&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=&rft.isbn=9781315718217&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=https://www.taylorfrancis.com/books/9781315718217&rft_dat=<UCL_LMS_DS>002889743</UCL_LMS_DS><url></url>&rft.eisbn=&rft_id=info:oai/&req.language=eng
Maitland, S., & Lee, A. (2012). Gossip from the forest: the tangled roots of our forests and fairytales. Granta.
Martin, T. (1989). The strugglers: working with children who fail to learn to read: Vol. Rethinking reading. Open University Press.
Martin, T. (2011). Chapter 8: Readers making meaning responding to narrative. In The literate classroom (3rd ed, pp. 37–47). Routledge. http://libproxy.ucl.ac.uk/login?url=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780203834732
McGeown, S. & United Kingdom Literacy Association. (2013a). Reading motivation and engagement in the primary classroom: theory, research and practice: Vol. UKLA minibook series. United Kingdom Literacy Association. http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-10-27T20%3A38%3A44IST&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=Reading%20motivation%20and%20engagement%20in%20the%20primary%20school%20classroom%20:%20theory,%20research%20and%20practice&rft.aulast=McGeown&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=McGeown,%20Sarah%20P.,%20author&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=&rft.isbn=9781909315907&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=nlebk&AN=1483238&site=ehost-live&scope=site&rft_dat=%3CUCL_LMS_DS%3E002890131%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng
McGeown, S. & United Kingdom Literacy Association. (2013b). Reading motivation and engagement in the primary classroom: theory, research and practice: Vol. UKLA minibook series. United Kingdom Literacy Association. http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-10-27T20%3A38%3A44IST&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=Reading%20motivation%20and%20engagement%20in%20the%20primary%20school%20classroom%20:%20theory,%20research%20and%20practice&rft.aulast=McGeown&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=McGeown,%20Sarah%20P.,%20author&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=&rft.isbn=9781909315907&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=nlebk&AN=1483238&site=ehost-live&scope=site&rft_dat=%3CUCL_LMS_DS%3E002890131%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng
Moss, G. (2000). Raising Boys’ Attainment in Reading: some principles for intervention. Literacy (Formerly Reading), 34(3), 101–106. https://doi.org/10.1111/1467-9345.00143
Moss, G. (2007). Literacy and gender: researching texts, contexts and readers: Vol. Literacies. Routledge.
National curriculum in England: English programmes of study - GOV.UK. (11 C.E.). Department of Education. https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmes-of-study
Nikolajeva, M. (2013). Picturebooks and Emotional Literacy. The Reading Teacher, 67(4), 249–254. https://doi.org/10.1002/trtr.1229
O’Sullivan, O., & McGonigle, S. (2010). Transforming readers: teachers and children in the Centre for Literacy in Primary Education Power of Reading project. Literacy, 44(2), 51–59. https://doi.org/10.1111/j.1741-4369.2010.00555.x
Parkinson, R. (2011). Storytelling and imagination: beyond basic literacy 8-14. Routledge. https://www-taylorfrancis-com.libproxy.ucl.ac.uk/books/9781136863257
Pearson, C. (2010). Acting up or acting out? Unlocking children’s talk in literature circles. Literacy, 44(1), 3–11. https://doi.org/10.1111/j.1741-4369.2010.00543.x
Pennac, D., & Blake, Q. (2006). The rights of the reader / Daniel Pennac ; translated by Sarah Adams ; illustrations and foreword by Quentin Blake. Walker Books.
Perkins, M. (2011a). Chapter 1: Making space for reading: teaching reading in the early years. In The literate classroom (3rd ed, pp. 15–23). Routledge. http://libproxy.ucl.ac.uk/login?url=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780203834732
Perkins, M. (2011b). Making space for reading: teaching reading in the early years. In The literate classroom (3rd ed, pp. 15–23). Routledge. https://doi.org/10.4324/9780203834732
Perkins, M. (2015). Becoming a teacher of reading. SAGE.
Promoting Reading for Pleasure in the Primary School. (2008). SAGE Publications Ltd. https://doi.org/10.4135/9781446214251
Rob Parkinson. (2011). Thinking about story, pp 3-22. Routledge. In Storytelling and imagination: beyond basic literacy 8-14 (pp. 3–22). Routledge. http://www.tandfebooks.com/doi/view/10.4324/9780203836408
Roché, M. (2015a). Chapter 1: Critical thinking and book talk. In Developing children’s critical thinking through picturebooks: a guide for primary and early years students and teachers (pp. 6–26). Routledge. https://doi.org/10.4324/9781315760605
Roché, M. (2015b). Chapter 1: Critical thinking and booktalk. In Developing children’s critical thinking through picturebooks: a guide for primary and early years students and teachers (pp. 6–26). Routledge. https://ucl-new-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=UCL_LMS_DS71172927920004761&context=L&vid=UCL_VU2&search_scope=CSCOP_UCL&tab=local&lang=en_US
Rose, J. & Great Britain. Department for Education and Skills. (2006). Independent review of the teaching of early reading: final report. DfES. http://dera.ioe.ac.uk/5551/
Rosenblatt, L. M. (1982). The literary transaction: Evocation and response. Theory Into Practice, 21(4), 268–277. https://doi.org/10.1080/00405848209543018
Rosie Flewitt, Teresa Cremin, & Ben Mardell. (2017). Chapter 2: Paley’s approach to storytelling and story acting: research and practice. In T. Cremin, R. Flewitt, B. Mardell, & J. Swann (Eds.), Storytelling in early childhood: enriching language, literacy and classroom culture (pp. 29–49). Routledge. https://doi.org/10.4324/9781315679426
Spencer, M. M. (1988). How texts teach what readers learn. Thimble Press.
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Steele, S. (2015). Chapter 3: Lifting poetry off the page. In Making Poetry Happen: Transforming the Poetry Classroom (1st ed., pp. 7–27). Bloomsbury Publishing. https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1873373
Teresa Cremin. (2014). Chapter 6: Reading Teachers: teachers who read and readers who teach. In Building communities of engaged readers: reading for pleasure. Routledge. https://www-taylorfrancis-com.libproxy.ucl.ac.uk/books/edit/10.4324/9781315772585/building-communities-engaged-readers-teresa-cremin-marilyn-mottram-fiona-collins-sacha-powell-kimberly-safford
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Warner, C. (2013). A climate for talk for reading. In Talk for reading: Vol. Minibook (pp. 8–15). United Kingdom Literacy Association. https://contentstore.cla.co.uk/secure/link?id=cc4a8e20-3945-e711-80cb-005056af4099
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Waugh, D., Neaum, S., & Waugh, R. (2016b). Sharing literature with children. In Children’s literature in primary schools: Vol. Transforming primary TS (2nd edition, pp. 19–34). Learning matters. https://contentstore.cla.co.uk/secure/link?id=cd4a8e20-3945-e711-80cb-005056af4099
Waugh, D., Neaum, S., & Waugh, R. (2016c). Sharing literature with children. In Children’s literature in primary schools: Vol. Transforming primary TS (2nd edition, pp. 19–34). Learning matters.
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Wells, G. (2009). The meaning makers: learning to talk and talking to learn: Vol. New perspectives on language and education (2nd ed). Multilingual Matters. http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781847692009
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