1.
National Curriculum: English Programme of Study Key Stage 1 and 2, https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335186/PRIMARY_national_curriculum_-_English_220714.pdf.
2.
National curriculum in England: English programmes of study Glossary, https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/244216/English_Glossary.pdf, (2013).
3.
National curriculum in England: English Appendix 1 - Spelling, https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239784/English_Appendix_1_-_Spelling.pdf, (2013).
4.
National curriculum in England: English Appendix 2 - Vocabularly, Punctuation and Grammar, https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335190/English_Appendix_2_-_Vocabulary_grammar_and_punctuation.pdf, (2013).
5.
Independent review of the teaching of early reading, http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/0201-2006PDF-EN-01.pdf.
6.
Evaluation of the Phonics Screening Check: Final Report, https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/434821/RR418A_Phonics_screening_check_evaluation.pdf.
7.
Ofsted Moving English Forward, http://www.ofsted.gov.uk/resources/moving-english-forward.
8.
Ofsted | Reading by six: how the best schools do it, http://www.ofsted.gov.uk/resources/reading-six-how-best-schools-do-it.
9.
Cremin, T.: Teaching English creatively. Routledge, London, [England] (2015).
10.
Cremin, T., Mottram, M., Collins, F.M., Powell, S., United Kingdom Literacy Association, Esmée Fairbairn Foundation: Building communities of readers. The United Kingdom Literacy Association, Leicester (2008).
11.
Bearne, E., Chamberlain, L., Cremin, T., Mottram, M., United Kingdom Literacy Association: Teaching writing effectively: reviewing practice. The United Kingdom Literacy Association, Leicester (2011).
12.
Reedy, D., Bearne, E., United Kingdom Literacy Association: Teaching grammar effectively in primary schools. The United Kingdom Literacy Association, [Leicester] (2013).
13.
Martin, T., United Kingdom Literacy Association: Talk for spelling. The United Kingdom Literacy Association, Leicester (2014).
14.
Jonathan Glazzard, Jean Palmer: 9781909682498: Enriching Primary English (Critical Teaching). Critical Publishing Ltd (2015).
15.
Linda Saunders: Progression in Primary English. SAGE Publications Ltd (2015).
16.
Cremin,T.,Bearne,E., Dombey, H., and Lewis, M: Taylor & Francis eBooks - Teaching English Creatively, http://www.tandfebooks.com/action/showBook?doi=10.4324/9780203867501.
17.
Fisher, Robert, Williams, Mary Elizabeth: Unlocking literacy. David Fulton, London (2006).
18.
Lambirth, Andrew: Reflective reader: primary English. Learning Matters, Exeter (2005).
19.
Hall, Christine, Coles, Martin: Children’s reading choices. Routledge, London (2001).
20.
Fisher, Robert, Williams, Mary Elizabeth: Unlocking literacy. David Fulton, London (2006).
21.
Medwell, J., Wray, D., Minns, H., Griffiths, V., Coates, E.: Primary English: teaching theory and practice. SAGE/Learning Matters, Los Angeles (2014).
22.
Goodwin, Prue: The literate classroom. Fulton, London (2005).
23.
Medwell, J., Wray, D., Moore, G., Griffiths, V.: Primary English: knowledge and understanding. Learning Matters, Los Angeles (2014).
24.
McGuinness, D.: Why our children can’t read, and what we can do about it: a scientific revolution in reading. Simon & Schuster, New York (1999).
25.
Bald, John: Using phonics to teach reading and spelling. Paul Chapman, London (2007).
26.
Jolliffe, Wendy, Waugh, David, Carss, Angela: Teaching systematic synthetic phonics in primary schools. Learning Matters, London (2012).
27.
Rhona Johnston, Joyce Watson: Teaching Synthetic Phonics (Teaching Handbooks Series). Learning Matters; Second Edition edition (2014).
28.
Wendy Jolliffe, David Waugh, Angela Carss: Teaching Systematic Synthetic Phonics in Primary Schools (Transforming Primary QTS Series). Learning Matters; Second Edition edition (2015).
29.
Glazzard, J., Stokoe, J.: Teaching systematic synthetic phonics and early English. Critical Publishing Ltd, Northwich (2013).
30.
Teresa Cremin, Marilyn Mottram, Fiona M. Collins, Sacha Powell, Kimberly Safford: Building Communities of Engaged Readers: Reading for pleasure. Routledge (2014).
31.
Stuart, M., Stainthorp, R.: Reading Development and Teaching. SAGE Publications, London (2015).
32.
Adams, M.J., University of Illinois. Center for the Study of Reading. Reading Research and Education Center, Massachusetts Institute of Technology: Beginning to read: thinking and learning about print. MIT Press, Cambridge, Mass (1990).
33.
McCarty, C.: New Salford Sentence Reading Test: Specimen Set. Hodder Education, London (2012).
34.
Margaret Perkins: Becoming a Teacher of Reading. SAGE Publications Ltd (2015).
35.
Graham, Judith, Kelly, Alison: Reading under control: teaching reading in the primary school. David Fulton, London (2000).
36.
Robertson, L.H.: Learning to Read ‘Properly’ by Moving Between Parallel Literacy Classes. Language and Education. 20, 44–61 (2006). https://doi.org/10.1080/09500780608668709.
37.
Clarke, P.J., Truelove, E., Hulme, C., Snowling, M.J.: Developing reading comprehension. Wiley Blackwell, Chichester, West Sussex, UK (2014).
38.
Tennent, W.: Understanding reading comprehension: processes and practices. SAGE, Los Angeles (2015).
39.
Sue Burroughs-Lange, Amanda Ince: 9780854739967: Reading Recovery and Every Child a Reader: History, policy, and practice. Institute of Education Press; 01 edition (2013).
40.
Cain, K., British Psychological Society: Reading development and difficulties. Blackwell, Chichester (2010).
41.
Campbell, R.: Miscue analysis in the classroom. United Kingdom Reading Association, Widnes (2007).
42.
Bodman, S., Franklin, G. eds: Which book and why: using book bands and book levels for guided reading in Key Stage 1. Institute of Education Press, London (2014).
43.
Margaret M Clark: Learning to be Literate: Insights from research for policy and practice. Routledge (2016).
44.
Rees, D., Dewsbury, A., Shortland-Jones, B., Western Australia. Education Department: Reading: developmental continuum. Rigby Heinemann, Port Melbourne, Victoria (1997).
45.
Richard Andrews, Carole Torgerson, Sue Beverton, Allison Freeman, Terry Locke, Graham Low, Alison Robinson and Die Zhu: The Effect of Grammar Teaching on Writing Development. British Educational Research Journal. 32, 39–55 (2006).
46.
Bowkett, S.: A Creative Approach to Teaching Writing. Bloomsbury Publishing, London (2014).
47.
Evans, Janet: The writing classroom: aspects of writing and the primary child 3-11. David Fulton, London (2001).
48.
Medwell, J., Wray, D.: Essential primary English. Open University Press, London (2016).
49.
Waugh, D., Bushnell, A., Neaum, S. eds: Beyond early writing: teaching writing in primary schools. Critical Publishing Ltd, Northwich (2015).
50.
Evans, Janet: The writing classroom: aspects of writing and the primary child 3-11. David Fulton, London (2001).
51.
Sassoon, Rosemary: Handwriting: the way to teach it. Paul Chapman, London (2003).
52.
Corbett, P.: How to teach story writing at Key Stage 1. David Fulton, London (2003).
53.
Bearne, E., Chamberlain, L., Cremin, T., Mottram, M., United Kingdom Literacy Association: Teaching writing effectively: reviewing practice. The United Kingdom Literacy Association, Leicester (2011).
54.
Graham, S., Harris, K.R.: Writing better: effective strategies for teaching students with learning difficulties. P.H. Brookes Pub. Co, Baltimore (2005).
55.
Raison, G., Rivalland, J., Dewsbury, A., Western Australia: Writing: developmental continuum. Rigby Heinemann, Port Melbourne, Victoria (1997).
56.
Horton, S., Bingle, B.: Lessons in teaching grammar in primary schools. Learning Matters, London (2014).
57.
Waugh, D., Warner, C., Waugh, R.: Teaching grammar, punctuation and spelling in primary schools. Learning Matters, Los Angeles (2016).
58.
Burrows, P.: A Creative Approach to Teaching Grammar. Bloomsbury Publishing PLC, London (2014).
59.
Waugh, David, Waugh, Rosemary, Warner, Clare: Teaching grammar, punctuation and spelling in primary schools. Learning Matters, Los Angeles, California (2013).
60.
Richard Andrews, Carole Torgerson, Sue Beverton, Allison Freeman, Terry Locke, Graham Low, Alison Robinson and Die Zhu: The Effect of Grammar Teaching on Writing Development. British Educational Research Journal. 32, 39–55 (2006).
61.
Gregson, H., Grocott, R., Robinson, S., Tate, R. eds: KS2 English grammar, punctuation and spelling: the study book. Coordination Group Publications, Kirkby in Furness (2013).
62.
Betteridge, A.: Chambers adult learners’ guide to spelling: ‘improve your spelling’. Chambers, London (2011).
63.
Bearne, Eve, Watson, Victor: Where texts and children meet. Routledge, London (2000).
64.
Worley, P., Leṿi, T.: Once upon an if: the storythinking handbook. Bloomsbury Education, London (2014).
65.
Arizpe, Evelyn, Styles, Morag: Children reading pictures: interpreting visual texts. RoutledgeFalmer, London (2003).
66.
Gamble, N.: Exploring children’s literature: reading for knowledge, understanding and pleasure. SAGE, Los Angeles (2019).
67.
Anderson, Holly, Styles, Morag: Teaching through texts: promoting literacy through popular and literary texts in the primary classroom. Routledge, New York (2000).
68.
Alexander, Robin: Towards dialogic teaching: rethinking classroom talk. Dialogos, [Thirsk?] (2006).
69.
Corden, Roy: Literacy and learning through talk: strategies for the primary classroom. Open University Press, Buckingham (2000).
70.
Heath, Shirley Brice: Ways with words: language, life, and work in communities and classrooms. Cambridge University Press, Cambridge (1983).
71.
Wolfe, S. and Alexander R. J.: Beyond Current Horizons : Argumentation and dialogic teaching: alternative pedagogies for a changing world | Technology, children, schools and families, http://www.beyondcurrenthorizons.org.uk/argumentation-and-dialogic-teaching-alternative-pedagogies-for-a-changing-world/.
72.
Mercer, Neil: Words and minds: how we use language to think together. Routledge, London (2000).
73.
Mercer, Neil, Littleton, Karen: Dialogue and the development of children’s thinking: a sociocultural approach. Routledge, New York (2007).
74.
Daniel, Alastair K.: Storytelling across the primary curriculum. Routledge, Abingdon, Oxon (2012).
75.
Hall, Nigel, Larson, Joanne, Marsh, Jackie: Handbook of early childhood literacy. SAGE, London (2003).
76.
Goodwin, Prue: The articulate classroom: talking and learning in the primary school. David Fulton, London (2001).
77.
100 English lessons: planning guide for the 2014 curriculum. Scholastic, Witney, Oxfordshire (2013).
78.
Evans, J.: 100 English lessons: Year 1. Scholastic, Witney, Oxfordshire (2014).
79.
Snashall, S.: 100 English Lessons: Year 2. Scholastic, Leamington Spa (2014).
80.
Hollin, P.: 100 English lessons: Year 3. Scholastic, Leamington Spa (2014).
81.
Dowson, P.: 100 English lessons: Year 4. Scholastic, Witney, Oxfordshire (2014).
82.
Moorcroft, C.: 100 English lessons: Year 5. Scholastic, Leamington Spa (2014).
83.
Howell, G.: 100 English lessons: Year 6. Scholastic, Leamington Spa (2014).
84.
Corbett, P.: How to teach story writing at Key Stage 1. David Fulton, London (2003).
85.
Corbett, P.: How to teach fiction writing at key stage 2. David Fulton, London (2001).
86.
Corbett: Talk for Writing across the Curriculum with DVD: How to teach non-fiction writing 5-12 years. Open University Press; Pap/DVD Re edition (2011).
87.
MacGregor, H., Birt, C.: Singing phonics: song and chants for first steps in phonics, Book 1. A. & C. Black, London (2010).
88.
MacGregor, H., Birt, C.: Singing phonics: song and chants for teaching phonics, Book 2. A. & C. Black, London (2010).
89.
Catherine Birt, Emily Skinner: Singing Phonics 3: Song and Chants for Teaching Phonics. A & C Black Publishers Ltd (2010).
90.
MacGregor, H., Chadwick, S., Skinner, E.: Singing spelling. A. & C. Black, London (2011).
91.
Bryce-Clegg, A.: 50 fantastic ideas for teaching phonics. Featherstone Education, London (2013).
92.
Foster, J.: Let’s write: activities to develop writing skills for 7-11 year olds. Routledge, London (2014).
93.
Oussoren-Voors, R.: More write dance: 5-9 years. Sage, Los Angeles, Calif (2012).
94.
Oussoren-Voors, R.: Write dance: 4-8 years. SAGE, Los Angeles, Calif (2010).
95.
Ragnhild Oussoren: Write Dance in the Early Years: A Pre-Writing Programme for Children 3 to 5 (Lucky Duck Books). SAGE Publications Ltd; Second Edition edition (2010).
96.
Safford, K., Drury, R.: The ‘problem’ of bilingual children in educational settings: policy and research in England. Language and Education. 27, 70–81 (2013). https://doi.org/10.1080/09500782.2012.685177.
97.
Stainthorp, R., Powell, D., Stuart, M.: The relationship between rapid naming and word spelling in English. Journal of Research in Reading. n/a-n/a (2013). https://doi.org/10.1111/JRIR.12002.
98.
Jackie Marsh: One-Way Traffic? Connections between Literacy Practices at Home and in the Nursery. British Educational Research Journal. 29, 369–382 (2003).
99.
James Paul Gee: Reading as Situated Language: A Sociocognitive Perspective. Journal of Adolescent & Adult Literacy. 44, 714–725 (2001).
100.
Wolfe, S., Flewitt, R.: New technologies, new multimodal literacy practices and young children’s metacognitive development. Cambridge Journal of Education. 40, 387–399 (2010). https://doi.org/10.1080/0305764X.2010.526589.
101.
Wolf, M.K., Crosson, A.C., Resnick, L.B.: CLASSROOM TALK FOR RIGOROUS READING COMPREHENSION INSTRUCTION. Reading Psychology. 26, 27–53 (2005). https://doi.org/10.1080/02702710490897518.
102.
Maine, F.: How children talk together to make meaning from texts: a dialogic perspective on reading comprehension strategies. Literacy. n/a-n/a (2013). https://doi.org/10.1111/lit.12010.
103.
National Literacy Trust: State of the Nation and Impact Report 2014/2015 | National Literacy Trust, http://www.literacytrust.org.uk/news/6924_we_publish_state_of_the_nation_and_impact_report_20142015.
104.
Moyles, Janet R.: Chapter 3 - Play Through and with Language. In: Just playing?: the role and status of play in early childhood education. Open University Press, Milton Keynes (1989).
105.
Sharp, Elizabeth: Chapter 2 - Home corners and talk areas. In: Learning through talk in the early years: practical activities for the classroom. Paul Chapman, London (2005).
106.
Nutbrown, Cathy: Chapter 5 - Wide Eyes and Open Minds - Observing, Assessing and Respecting Childrens Early Achievements. In: Respectful educators, capable learners: children’s rights and early education. Paul Chapman, London (1996).
107.
Mercer, Neil, Mercer, Neil and Littleton, Karen: Chapter 2 - How does interaction help learning and development? In: Dialogue and the development of children’s thinking: a sociocultural approach. Routledge, New York (2007).
108.
Alexander, Robin: Chapter 5 Talking, Teaching Learning. In: Essays on pedagogy. Routledge, London (2008).
109.
Waugh, David, David Waugh & Wendy Jolliffe: Chapter - 6 Talking to Learn. In: English 3-11: a guide for teachers. Routledge, London (2008).
110.
Barnes, Douglas: Chapter 1 Exploratory Talk for Learning. In: Exploring talk in schools: inspired by the work of Douglas Barnes. SAGE, Los Angeles (2008).
111.
Littleton, Karen and Howe, Christine, Leftstein, Adam: Chapter 9 - More helpful as problem than solution: Some implications of situating dialogue in classrooms. In: Educational dialogues: understanding and promoting productive interaction. Routledge, New York (2010).
112.
Stainthorp, R., Powell, D., Stuart, M.: The relationship between rapid naming and word spelling in English. Journal of Research in Reading. n/a-n/a (2013). https://doi.org/10.1111/JRIR.12002.
113.
Callil, C.: Stop what you’re doing and read this! Vintage, London (2011).