A. Lambirth, ‘Chapter 2’, in Poetry Matters (Leicester: United Kingdom Literacy Association, 2007), pp. 4–10 <https://contentstore.cla.co.uk/secure/link?id=48a3a822-a1c3-e711-80cb-005056af4099>
Andrew Lambirth, Susanna Steel, Sara Smith, and 2012, ‘Poetry Is Happening but I Don’t Exactly Know How” Literacy Subject Leaders Perceptions of Poetry in Their Primary Schools’, Literacy, 46.2 (1966), 73–80 <https://doi.org/10.1111/j.1741-4369.2011.00654.x>
Arizpe, Evelyn, Teresa Colomer, and Carmen Martínez-Roldán, ‘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 (London: Bloomsbury Academic, 2014), pp. 199–216 <https://doi.org/10.5040/9781472593283.ch-009>
———, Visual Journeys through Wordless Narratives: An International Inquiry with Immigrant Children and The Arrival (London: Bloomsbury Academic, 2014) <https://doi.org/10.5040/9781472593283>
Arizpe, Evelyn, and Morag Styles, Children Reading Picturebooks: Interpreting Visual Texts, Second edition (Abingdon, Oxon: Routledge, 2016) <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>
———, Children Reading Pictures: Interpreting Visual Texts (London: RoutledgeFalmer, 2003) <http://www.tandfebooks.com/isbn/9780203005156>
Baddeley, Pam, and Chris Eddershaw, ‘How Do You Read That Bit? Reading the Conventions’, in Not-so-Simple Picture Books: Developing Responses to Literature with 4-12 Year Olds (Stoke-on-Trent: Trentham Books, 1994), pp. 5–12 <https://contentstore.cla.co.uk/secure/link?id=d8469513-3945-e711-80cb-005056af4099>
Barrs, Myra, ‘Barrs, M. (2000) The Reader in the Writer. Reading Vol 34:2, Pp 54-60. UKLA.’, Reading (Formerly Reading), 34.2 (2000), 54–60 <https://doi.org/10.1111/1467-9345.00135>
Barrs, Myra, and Valerie Cork, ‘Five Pedagogies’, in The Reader in the Writer: The Links between the Study of Literature and Writing Development at Key Stage 2 (London: Centre for Language in Primary Education, 2001), pp. 71–88 <https://contentstore.cla.co.uk/secure/link?id=ef54300d-3945-e711-80cb-005056af4099>
Barrs, Myra, Valerie Cork, and Centre for Literacy in Primary Education (London, England), The Reader in the Writer: The Links between the Study of Literature and Writing Development at Key Stage 2 (London: Centre for Language in Primary Education, 2001)
Barrs, Myra, Anne Thomas, and Centre for Literacy in Primary Education (London, England), The Reading Book (London: CPLE, 1991)
Bell, Judith, and Stephen Waters, Doing Your Research Project: A Guide for First-Time Researchers, Sixth edition (Maidenhead: Open University Press, 2014) <http://UCL.eblib.com/patron/FullRecord.aspx?p=1910218>
Bromley, Helen, ‘Ways into Reading through Game Playing’, in Book-Based Reading Games (London: Centre for Language in Primary Education, 2000), pp. 4–9 <https://contentstore.cla.co.uk/secure/link?id=db469513-3945-e711-80cb-005056af4099>
———, ‘Ways into Reading through Game Playing’, in Book-Based Reading Games (London: Centre for Language in Primary Education, 2000), pp. 4–9 <https://contentstore.cla.co.uk/secure/link?id=db469513-3945-e711-80cb-005056af4099>
Bromley, Helen and Centre for Literacy in Primary Education (London, England), Book-Based Reading Games (London: Centre for Language in Primary Education, 2000)
Bunting, Jane, ‘Introduction - Bookpower: Literacy through Literature’, in BookPower: Literacy through Literature : Year 3 (London: CLPE, 2012), pp. 5–12 <https://contentstore.cla.co.uk/secure/link?id=9ff5dd14-f2b8-e911-80cd-005056af4099>
Bunting, Jane, Myra Barrs, Deborah Nicholson, and Centre for Literacy in Primary Education (London, England), BookPower: Literacy through Literature : Year 5 (London: Centre for Literacy in Primary Education, 2005)
Bunting, Jane, Myra Barrs, Deborah Nicholson, Olivia O’Sullivan, and Centre for Literacy in Primary Education (London, England), BookPower: Literacy through Literature : Year 6 (London: Centre for Literacy in Primary Education, 2006)
Bunting, Jane, Sue Ellis, Sue McGonigle, and Jenny Vernon, BookPower: Literacy through Literature : Year 3
———, ‘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, Jane, Sue Ellis, and Jenny Vernon, BookPower: Literacy through Literature : Year 2 (London: Centre for Literacy in Primary Education, 2010)
Bunting, Jane, Sue McGonigle, Olivia O’Sullivan, Ann Ross, and Centre for Literacy in Primary Education (London, England), BookPower: Literacy through Literature : Year 1 (London: Centre for Literacy in Primary Education, 2008)
Chambers, Aidan, Tell Me: Children, Reading and Talk : With The Reading Environment (Stroud: Thimble Press, 2011)
———, ‘The Framework of “Tell Me” Questions’, in Tell Me: Children, Reading and Talk : With The Reading Environment (Stroud: Thimble Press, 2011), pp. 172–82 <https://contentstore.cla.co.uk/secure/link?id=f254300d-3945-e711-80cb-005056af4099>
Christine Braid, and Brian Finch, ‘Ah, I Know Why…”: Children Developing Understandings through Engaging with a Picture Book’, Literacy, 49.3 (2015) <https://doi.org/10.1111/lit.12057>
Cliff Hodges, Gabrielle, Researching and Teaching Reading: Developing Pedagogy through Critical Enquiry (Milton Park, Abingdon, Oxon: Routledge, 2016) <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, Fiona M., ‘“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 (2005), 10–17 <https://doi.org/10.1111/j.1741-4350.2005.00392.x>
Commeyras, Michelle, Jennifer Olson, Betty Shockley Bisplinghoff, and International Reading Association, Teachers as Readers: Perspectives on the Importance of Reading in Teachers’ Classrooms and Lives (Newark, Del: International Reading Association, 2003)
Corcoran, Bill, and Emrys Evans, ‘Readers Recreating Texts’, in Readers, Texts, Teachers (Milton Keynes: Open University Press, 1987), English, language, and education series, 22–40 <https://contentstore.cla.co.uk/secure/link?id=da469513-3945-e711-80cb-005056af4099>
Cremin, Teresa, ‘Chapter 1: Teaching English Creatively’, in Teaching English Creatively, Second edition (New York: Routledge, 2015), pp. 1–12 <https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=2034018>
———, ‘Chapter 8: Exploring Fiction Texts Creatively’, in Teaching English Creatively, Second edition (Abingdon, Oxon: Routledge, 2015), Learning to teach in the primary school series, 101–15 <https://ebookcentral.proquest.com/lib/UCL/detail.action?docID=2034018>
———, Teaching English Creatively, Second edition (Abingdon, Oxon: Routledge, 2015), Learning to teach in the primary school series <https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=2034018>
Cremin, Teresa, Kathy Goouch, and Andrew Lambirth, Creativity and Writing: Developing Voice and Verve in the Classroom (London: Routledge, 2005) <https://doi.org/10.4324/9780203391075>
Daniel, Alastair K., ‘Chapter 4: Forging the Tale Anew: Adapting the Stoy for Classroom Telling’, in Storytelling across the Primary Curriculum (London: Routledge, 2012) <https://doi.org/10.4324/9780203155370>
———, ‘Chapter 5: The Craft of Classroom Storytelling’, in Storytelling across the Primary Curriculum, 1st ed (London: Routledge, 2012) <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, Harvey, Literature Circles: Voice and Choice in Book Clubs and Reading Groups, 2nd ed (Portland, Me: Stenhouse Publishers, 2002) <http://UCL.eblib.com/patron/FullRecord.aspx?p=280893>
Dombey, Henrietta, Eve Bearne, and United Kingdom Literacy Association, Teaching Reading: What the Evidence Says (Leicester: United Kingdom Literacy Association, 2010)
Dominic Wyse [et. al], ‘Chapter 3: Children’s Literature’, in Teaching English, Language and Literacy, 3rd ed (Milton Park, Abingdon, Oxon: Routledge, 2013), pp. 39–64 <https://doi.org/https://doi.org/10.4324/9780203073520>
Dymoke, Sue, Myra Barrs, Andrew Lambirth, and Anthony Wilson, Making Poetry Happen: Transforming the Poetry Classroom, 1st edn (London: Bloomsbury Publishing, 2015) <https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1873373>
Dymoke, Sue, Andrew Lambirth, and Anthony Wilson, Making Poetry Matter: International Research on Poetry Pedagogy (London: Bloomsbury Academic, 2013) <https://www-bloomsburycollections-com.libproxy.ucl.ac.uk/book/making-poetry-matter-international-research-on-poetry-pedagogy/>
Ellis, Sue, and Myra Barrs, ‘Involving Children in Poetry and Shaping Poetry’, in Hands on Poetry: Using Poetry in the Classroom (London: Centre for Language in Primary Education, 1995) <https://contentstore.cla.co.uk/secure/link?id=f054300d-3945-e711-80cb-005056af4099>
Elton-Chalcraft, Sally, Alice Hansen, and Sam Twiselton, Doing Classroom Research: A Step-by-Step Guide for Student Teachers (Maidenhead: Open University Press, 2008) <http://UCL.eblib.com/patron/FullRecord.aspx?p=369498>
Evans, Janet, Challenging and Controversial Picturebooks: Creative and Critical Responses to Visual Texts (London: Routledge, 2015) <https://www-taylorfrancis-com.libproxy.ucl.ac.uk/books/e/9781317631606>
———, Talking beyond the Page: Reading and Responding to Picturebooks (London: Routledge, 2009)
Fox, Carol, At the Very Edge of the Forest: The Influence of Literature on Storytelling by Children (London: Cassell, 1993), Cassell education
Fox, Carol, and M. Meek, ‘Closing Thoughts on Story and Education’, in At the Very Edge of the Forest: The Influence of Literature on Storytelling by Children (London: Cassell, 1993), pp. 190–94 <https://contentstore.cla.co.uk/secure/link?id=f154300d-3945-e711-80cb-005056af4099>
Gamble, Nikki, ‘Chapter 1: Developing Personal Knowledge about Books’, in Exploring Children’s Literature: Reading with Pleasure and Purpose, 3rd ed (Los Angeles: SAGE, 2013), pp. 1–16 <https://contentstore.cla.co.uk/secure/link?id=081db0f5-29af-e711-80cb-005056af4099>
———, Exploring Children’s Literature: Reading with Pleasure and Purpose, 3rd ed (Los Angeles: SAGE, 2013) <https://read.kortext.com/reader/epub/377690?page=>
Goodwin, Prue, ‘Chapter 9: Developing Understanding of Narrative, Empathy and Inference through Picture Books’, in Talking beyond the Page: Reading and Responding to Picturebooks (London: Routledge, 2009), pp. 152–67 <https://contentstore.cla.co.uk/secure/link?id=17b67886-7a11-e811-80cd-005056af4099>
———, The Literate Classroom, 3rd ed (London: Routledge, 2011) <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., Kathy Goouch, and Andrew Lambirth, ‘Artistic Voices: Drama’, in Creativity and Writing: Developing Voice and Verve in the Classroom (London: Routledge, 2005), pp. 101–19 <http://www.dawsonera.com.libproxy.ucl.ac.uk/depp/reader/protected/external/AbstractView/S9780203391075>
Great Britain. Department for Education and Skills, ‘Statutory Framework for the Early Years Foundation Stage: Setting the Standards for Learning, Development and Care for Children from Birth to Five’ ([London]: DfES, 2007) <http://www.standards.dfes.gov.uk/eyfs/resources/downloads/statutory-framework.pdf>
Grugeon, Elizabeth, Paul Gardner, and De Montfort University. School of Education, The Art of Storytelling for Teachers and Pupils: Using Stories to Develop Literacy in Primary Classrooms (London: David Fulton, 2000) <http://dx.doi.org/10.4324/9781315068527>
Hall, Kathy, ‘Introduction to Part Three: A Socio Cultural Perspective on Reading’, in Listening to Stephen Read: Multiple Perspectives on Literacy (Buckingham: Open UP, 2003), pp. 115–24 <https://contentstore.cla.co.uk/secure/link?id=f354300d-3945-e711-80cb-005056af4099>
———, Listening to Stephen Read: Multiple Perspectives on Literacy (Buckingham: Open UP, 2003)
Hobsbaum, Angela, Nikki Gamble, and David Reedy, Guiding Reading: A Handbook for Teaching Guided Reading at Key Stage 2, 2nd edn (London: Institute of Education Press, 2012), Guided Reading <https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1047858>
Johnson, James E., ‘Chapter 15: Play Provisions and Pedagogy in Curricular Approaches’, in The SAGE Handbook of Play and Learning in Early Childhood (Thousand Oaks, CA: SAGE Publications, 2014), pp. 180–91 <https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1712668>
‘Language and Education’ <https://www.tandfonline.com/loi/rlae20>
Lewis, Maureen, ‘Chapter 10: Exploring Non-Fiction Texts Creatively’, in Teaching English Creatively (London: Routledge, 2009), Learning to teach in the primary school series, 128–41 <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9780203867501>
Lockwood, M. J., ‘Chapter 2: Becoming a Reading for Pleasure School’, in Promoting Reading for Pleasure in the Primary School (Los Angeles: SAGE, 2008), pp. 14–46 <https://doi.org/10.4135/9781446214251>
Maine, Fiona, Dialogic Readers: Children Talking and Thinking Together about Visual Texts (Abingdon: Routledge, 2015) <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, Sara, and Adam Lee, Gossip from the Forest: The Tangled Roots of Our Forests and Fairytales (London: Granta, 2012)
Martin, Tony, ‘Chapter 8: Readers Making Meaning Responding to Narrative’, in The Literate Classroom, 3rd ed (London: Routledge, 2011), pp. 37–47 <http://libproxy.ucl.ac.uk/login?url=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780203834732>
———, The Strugglers: Working with Children Who Fail to Learn to Read (Buckingham: Open University Press, 1989), Rethinking reading
McGeown, Sarah and United Kingdom Literacy Association, Reading Motivation and Engagement in the Primary Classroom: Theory, Research and Practice (Leicester: United Kingdom Literacy Association, 2013), UKLA minibook series <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>
———, Reading Motivation and Engagement in the Primary Classroom: Theory, Research and Practice (Leicester: United Kingdom Literacy Association, 2013), UKLA minibook series <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, Gemma, Literacy and Gender: Researching Texts, Contexts and Readers (London: Routledge, 2007), Literacies
———, ‘Raising Boys’ Attainment in Reading: Some Principles for Intervention’, Literacy (Formerly Reading), 34.3 (2000), 101–6 <https://doi.org/10.1111/1467-9345.00143>
‘National Curriculum in England: English Programmes of Study - GOV.UK’ (Department of Education, 11AD) <https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmes-of-study>
Nikolajeva, Maria, ‘Picturebooks and Emotional Literacy’, The Reading Teacher, 67.4 (2013), 249–54 <https://doi.org/10.1002/trtr.1229>
O’Sullivan, Olivia, and Sue McGonigle, ‘Transforming Readers: Teachers and Children in the Centre for Literacy in Primary Education Power of Reading Project’, Literacy, 44.2 (2010), 51–59 <https://doi.org/10.1111/j.1741-4369.2010.00555.x>
Parkinson, Rob, Storytelling and Imagination: Beyond Basic Literacy 8-14 (London: Routledge, 2011) <https://www-taylorfrancis-com.libproxy.ucl.ac.uk/books/9781136863257>
Pearson, Caroline, ‘Acting up or Acting out? Unlocking Children’s Talk in Literature Circles’, Literacy, 44.1 (2010), 3–11 <https://doi.org/10.1111/j.1741-4369.2010.00543.x>
Pennac, Daniel, and Quentin Blake, The Rights of the Reader / Daniel Pennac ; Translated by Sarah Adams ; Illustrations and Foreword by Quentin Blake (London: Walker Books, 2006)
Perkins, M., ‘Making Space for Reading: Teaching Reading in the Early Years’, in The Literate Classroom, 3rd ed (London: Routledge, 2011), pp. 15–23 <https://doi.org/10.4324/9780203834732>
Perkins, Margaret, Becoming a Teacher of Reading (London: SAGE, 2015)
Perkins, Margeret, ‘Chapter 1: Making Space for Reading: Teaching Reading in the Early Years’, in The Literate Classroom, 3rd ed (London: Routledge, 2011), pp. 15–23 <http://libproxy.ucl.ac.uk/login?url=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780203834732>
Promoting Reading for Pleasure in the Primary School (1 Oliver’s Yard,? 55 City Road,? London? ? EC1Y 1SP? United Kingdom? SAGE Publications Ltd, 2008) <https://doi.org/10.4135/9781446214251>
Rob Parkinson, ‘Thinking about Story, Pp 3-22. Routledge.’, in Storytelling and Imagination: Beyond Basic Literacy 8-14 (London: Routledge, 2011), pp. 3–22 <http://www.tandfebooks.com/doi/view/10.4324/9780203836408>
Roché, Mary, ‘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 (London: Routledge, 2015), pp. 6–26 <https://doi.org/10.4324/9781315760605>
———, ‘Chapter 1: Critical Thinking and Booktalk’, in Developing Children’s Critical Thinking through Picturebooks: A Guide for Primary and Early Years Students and Teachers (London: Routledge, 2015), pp. 6–26 <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, Jim and Great Britain. Department for Education and Skills, Independent Review of the Teaching of Early Reading: Final Report (Nottingham: DfES, 2006) <http://dera.ioe.ac.uk/5551/>
Rosenblatt, Louise M., ‘The Literary Transaction: Evocation and Response’, Theory Into Practice, 21.4 (1982), 268–77 <https://doi.org/10.1080/00405848209543018>
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