1
N. Gamble, in Exploring children’s literature: reading with pleasure and purpose, SAGE, Los Angeles, 3rd ed., 2013, pp. 1–16.
2
Teresa Cremin, in Building communities of engaged readers: reading for pleasure, Routledge, Abingdon, 2014.
3
M. M. Spencer, in How texts teach what readers learn, Thimble Press, Stroud, 1989, pp. 7–14.
4
F. M. Collins, Literacy (formerly Reading), 2005, 39, 10–17.
5
S. McGeown and United Kingdom Literacy Association, Reading motivation and engagement in the primary classroom: theory, research and practice, United Kingdom Literacy Association, Leicester, 2013, vol. UKLA minibook series.
6
O. O’Sullivan and S. McGonigle, Literacy, 2010, 44, 51–59.
7
D. Waugh, S. Neaum and R. Waugh, in Children’s literature in primary schools, Learning matters, London, 2nd edition., 2016, vol. Transforming primary TS, pp. 19–34.
8
Dominic Wyse [et. al], in Teaching English, language and literacy, Routledge, Milton Park, Abingdon, Oxon, 3rd ed., 2013, pp. 39–64.
9
T. Martin, in The literate classroom, Routledge, London, 3rd ed., 2011, pp. 37–47.
10
L. M. Rosenblatt, Theory Into Practice, 1982, 21, 268–277.
11
A. Chambers, in Tell me: children, reading and talk : with The reading environment, Thimble Press, Stroud, 2011, pp. 172–182.
12
K. Hall, in Listening to Stephen read: multiple perspectives on literacy, Open UP, Buckingham, 2003, pp. 115–124.
13
C. Pearson, Literacy, 2010, 44, 3–11.
14
M. Perkins, in The literate classroom, Routledge, London, 3rd ed., 2011, pp. 15–23.
15
C. Warner, in Talk for reading, United Kingdom Literacy Association, Leicester, 2013, vol. Minibook, pp. 8–15.
16
M. Roché, in Developing children’s critical thinking through picturebooks: a guide for primary and early years students and teachers, Routledge, London, 2015, pp. 6–26.
17
E. Arizpe and M. Styles, Children reading picturebooks: interpreting visual texts, Routledge, Abingdon, Oxon, Second edition., 2016.
18
T. Cremin, in Teaching English creatively, Routledge, New York, Second edition., 2015, pp. 1–12.
19
T. Cremin, in Teaching English creatively, Routledge, Abingdon, Oxon, Second edition., 2015, vol. Learning to teach in the primary school series, pp. 101–115.
20
E. Arizpe, T. Colomer and C. Martínez-Roldán, in Visual journeys through wordless narratives: an international inquiry with immigrant children and The arrival, Bloomsbury Academic, London, 2014, pp. 199–216.
21
P. Baddeley and C. Eddershaw, in Not-so-simple picture books: developing responses to literature with 4-12 year olds, Trentham Books, Stoke-on-Trent, 1994, pp. 5–12.
22
Christine Braid and Brian Finch, Literacy, , DOI:10.1111/lit.12057.
23
J. Bunting, in BookPower: literacy through literature : year 3, CLPE, London, 2012, pp. 5–12.
24
T. Grainger, K. Goouch and A. Lambirth, in Creativity and writing: developing voice and verve in the classroom, Routledge, London, 2005, pp. 101–119.
25
M. Wolpert and M. Styles, in Children as readers in children’s literature: the power of texts and the importance of reading, Routledge, Abingdon, 2016.
26
Rob Parkinson, in Storytelling and imagination: beyond basic literacy 8-14, Routledge, London, 2011, pp. 3–22.
27
M. Barrs, Reading (formerly Reading), 2000, 34, 54–60.
28
M. Barrs and V. Cork, in 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, London, 2001, pp. 71–88.
29
H. Bromley, in Book-based reading games, Centre for Language in Primary Education, London, 2000, pp. 4–9.
30
A. K. Daniel, in Storytelling across the primary curriculum, Routledge, London, 2012.
31
A. K. Daniel, in Storytelling across the primary curriculum, Routledge, London, 1st ed., 2012.
32
Rosie Flewitt, Teresa Cremin and Ben Mardell, in Storytelling in early childhood: enriching language, literacy and classroom culture, eds. T. Cremin, R. Flewitt, B. Mardell and J. Swann, Routledge, New York, 2017, pp. 29–49.
33
C. Fox and M. Meek, in At the very edge of the forest: the influence of literature on storytelling by children, Cassell, London, 1993, pp. 190–194.
34
J. E. Johnson, in The SAGE handbook of play and learning in early childhood, SAGE Publications, Thousand Oaks, CA, 2014, pp. 180–191.
35
S. Steele, in Making Poetry Happen: Transforming the Poetry Classroom, Bloomsbury Publishing, London, 1st edn., 2015, pp. 7–27.
36
A. Lambirth, in Poetry matters, United Kingdom Literacy Association, Leicester, 2007, pp. 4–10.
37
S. Ellis and M. Barrs, in Hands on poetry: using poetry in the classroom, Centre for Language in Primary Education, London, 1995.
38
Andrew Lambirth, Susanna Steel, Sara Smith and 2012, Literacy, 1966, 46, 73–80.
39
P. Goodwin, in Talking beyond the page: reading and responding to picturebooks, Routledge, London, 2009, pp. 152–167.
40
M. Nikolajeva, The Reading Teacher, 2013, 67, 249–254.
41
Vivienne Smith, in The SAGE handbook of curriculum, pedagogy and assessment, SAGE, Los Angeles, 2016.
42
M. J. Lockwood, in Promoting reading for pleasure in the primary school, SAGE, Los Angeles, 2008, pp. 14–46.
43
H. Bromley, in Book-based reading games, Centre for Language in Primary Education, London, 2000, pp. 4–9.
44
J. Bunting, S. Ellis, S. McGonigle and J. Vernon, in BookPower: literacy through literature : year 3, pp. 5–12.
45
B. Corcoran and E. Evans, in Readers, texts, teachers, Open University Press, Milton Keynes, 1987, vol. English, language, and education series, pp. 22–40.
46
M. Lewis, in Teaching English creatively, Routledge, London, 2009, vol. Learning to teach in the primary school series, pp. 128–141.
47
G. Moss, Literacy (formerly Reading), 2000, 34, 101–106.
48
M. Perkins, in The literate classroom, Routledge, London, 3rd ed., 2011, pp. 15–23.
49
D. Waugh, S. Neaum and R. Waugh, in Children’s literature in primary schools, Learning matters, London, 2nd edition., 2016, vol. Transforming primary TS, pp. 19–34.
50
C. G. Wells, in The meaning makers: learning to talk and talking to learn, Multilingual Matters, Bristol, 2nd ed., 2009, vol. New perspectives on language and education, pp. 193–203.
51
E. Arizpe and M. Styles, Children reading pictures: interpreting visual texts, RoutledgeFalmer, London, 2003.
52
E. Arizpe, T. Colomer and C. Martínez-Roldán, Visual journeys through wordless narratives: an international inquiry with immigrant children and The arrival, Bloomsbury Academic, London, 2014.
53
M. Barrs, V. 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, Centre for Language in Primary Education, London, 2001.
54
M. Barrs, A. Thomas, and Centre for Literacy in Primary Education (London, England), The reading book, CPLE, London, 1991.
55
H. Bromley and Centre for Literacy in Primary Education (London, England), Book-based reading games, Centre for Language in Primary Education, London, 2000.
56
J. Bunting, S. McGonigle, O. O’Sullivan, A. Ross, and Centre for Literacy in Primary Education (London, England), BookPower: literacy through literature : year 1, Centre for Literacy in Primary Education, London, 2008.
57
J. Bunting, S. Ellis and J. Vernon, BookPower: literacy through literature : year 2, Centre for Literacy in Primary Education, London, 2010.
58
J. Bunting, S. Ellis, S. McGonigle and J. Vernon, BookPower: literacy through literature : year 3, .
59
J. Bunting, M. Barrs, D. Nicholson, and Centre for Literacy in Primary Education (London, England), BookPower: literacy through literature : year 5, Centre for Literacy in Primary Education, London, 2005.
60
J. Bunting, M. Barrs, D. Nicholson, O. O’Sullivan, and Centre for Literacy in Primary Education (London, England), BookPower: literacy through literature : year 6, Centre for Literacy in Primary Education, London, 2006.
61
A. Chambers, Tell me: children, reading and talk : with The reading environment, Thimble Press, Stroud, 2011.
62
G. Cliff Hodges, Researching and teaching reading: developing pedagogy through critical enquiry, Routledge, Milton Park, Abingdon, Oxon, 2016.
63
M. Commeyras, J. Olson, B. Shockley Bisplinghoff, and International Reading Association, Teachers as readers: perspectives on the importance of reading in teachers’ classrooms and lives, International Reading Association, Newark, Del, 2003.
64
T. Cremin, Teaching English creatively, Routledge, Abingdon, Oxon, Second edition., 2015, vol. Learning to teach in the primary school series.
65
T. Cremin, K. Goouch and A. Lambirth, Creativity and writing: developing voice and verve in the classroom, Routledge, London, 2005.
66
H. Daniels, Literature circles: voice and choice in book clubs and reading groups, Stenhouse Publishers, Portland, Me, 2nd ed., 2002.
67
S. Dymoke, A. Lambirth and A. Wilson, Making poetry matter: international research on poetry pedagogy, Bloomsbury Academic, London, 2013.
68
S. Dymoke, M. Barrs, A. Lambirth and A. Wilson, Making Poetry Happen: Transforming the Poetry Classroom, Bloomsbury Publishing, London, 1st edn., 2015.
69
H. Dombey, E. Bearne, and United Kingdom Literacy Association, Teaching reading: what the evidence says, United Kingdom Literacy Association, Leicester, 2010.
70
J. Evans, Talking beyond the page: reading and responding to picturebooks, Routledge, London, 2009.
71
J. Evans, Challenging and controversial picturebooks: creative and critical responses to visual texts, Routledge, London, 2015.
72
C. Fox, At the very edge of the forest: the influence of literature on storytelling by children, Cassell, London, 1993, vol. Cassell education.
73
N. Gamble, Exploring children’s literature: reading with pleasure and purpose, SAGE, Los Angeles, 3rd ed., 2013.
74
P. Goodwin, The literate classroom, Routledge, London, 3rd ed., 2011.
75
E. Grugeon, P. Gardner, and De Montfort University. School of Education, The art of storytelling for teachers and pupils: using stories to develop literacy in primary classrooms, David Fulton, London, 2000.
76
K. Hall, Listening to Stephen read: multiple perspectives on literacy, Open UP, Buckingham, 2003.
77
A. Hobsbaum, N. Gamble and D. Reedy, Guiding Reading: A handbook for teaching guided reading at Key Stage 2, Institute of Education Press, London, 2nd edn., 2012, vol. Guided Reading.
78
Promoting Reading for Pleasure in the Primary School, SAGE Publications Ltd, 1 Oliver’s Yard,? 55 City Road,? London? ? EC1Y 1SP? United Kingdom?, 2008.
79
F. Maine, Dialogic readers: children talking and thinking together about visual texts, Routledge, Abingdon, 2015.
80
S. Maitland and A. Lee, Gossip from the forest: the tangled roots of our forests and fairytales, Granta, London, 2012.
81
T. Martin, The strugglers: working with children who fail to learn to read, Open University Press, Buckingham, 1989, vol. Rethinking reading.
82
S. McGeown and United Kingdom Literacy Association, Reading motivation and engagement in the primary classroom: theory, research and practice, United Kingdom Literacy Association, Leicester, 2013, vol. UKLA minibook series.
83
M. M. Spencer, How texts teach what readers learn, Thimble Press, Stroud, 1988.
84
G. Moss, Literacy and gender: researching texts, contexts and readers, Routledge, London, 2007, vol. Literacies.
85
R. Parkinson, Storytelling and imagination: beyond basic literacy 8-14, Routledge, London, 2011.
86
D. Pennac and Q. Blake, The rights of the reader / Daniel Pennac ; translated by Sarah Adams ; illustrations and foreword by Quentin Blake, Walker Books, London, 2006.
87
M. Perkins, Becoming a teacher of reading, SAGE, London, 2015.
88
M. Roché, in Developing children’s critical thinking through picturebooks: a guide for primary and early years students and teachers, Routledge, London, 2015, pp. 6–26.
89
J. Rose and Great Britain. Department for Education and Skills, Independent review of the teaching of early reading: final report, DfES, Nottingham, 2006.
90
D. Waugh, S. Neaum and R. Waugh, in Children’s literature in primary schools, Learning matters, London, 2nd edition., 2016, vol. Transforming primary TS, pp. 19–34.
91
C. Warner and United Kingdom Literacy Association, Talk for reading, United Kingdom Literacy Association, Leicester, 2013, vol. Minibook.
92
G. Wells, The meaning makers: learning to talk and talking to learn, Multilingual Matters, Bristol, 2nd ed., 2009, vol. New perspectives on language and education.
93
D. Wyse, Teaching English, language and literacy, Routledge, Milton Park, Abingdon, Oxon, 3rd ed., 2013.
94
J. Zipes, When dreams came true: classical fairy tales and their tradition, Routledge, New York, 2nd ed., 2007.
95
Great Britain. Department for Education and Skills, 2007.
97
United Kingdom Literacy Association, .
98
United Kingdom Reading Association, .
100
J. Bell and S. Waters, Doing your research project: a guide for first-time researchers, Open University Press, Maidenhead, Sixth edition., 2014.
101
S. Elton-Chalcraft, A. Hansen and S. Twiselton, Doing classroom research: a step-by-step guide for student teachers, Open University Press, Maidenhead, 2008.
