Improving Literacy in Key Stage One

  1. Higgins, S., Katsipataki, M., Coleman, R., Henderson, P., Major, L.E., Coe, R. & Mason, D. (2015). The Sutton Trust Education Endowment Foundation Teaching and Learning Toolkit. July 2015. London: Education Endowment Foundation.
  2. Clarke, P. J., Snowling, M. J., Truelove, E., & Hulme, C. (2010). Ameliorating children’s reading-comprehension difficulties a randomized controlled trial. Psychological Science, 21(8), 1106-1116.
  3. Teaching and Learning Toolkit (2015): Oral language interventions

    Graham, S., Bollinger, A., Booth Olson, C., D’Aoust, C., MacArthur, C., McCutchen, D. and Olinghouse, N. (2012) ‘Teaching elementary school students to be effective writers: A practice guide’ (NCEE 2012-4058), Washington DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

    National Reading Panel (U.S.) (2000) ‘Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction’, Washington DC: National Institute of Child Health and Human Development, National Institutes of Health.

  4. Graham, S., Bollinger, A., Booth Olson, C., D’Aoust, C., MacArthur, C., McCutchen, D. and Olinghouse, N. (2012) ‘Teaching elementary school students to be effective writers: A practice guide’ (NCEE 2012-4058), Washington DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
  5. Savage, R., Burgos, G., Wood, E., & Piquette, N. (2015). ‘The Simple View of Reading as a framework for national literacy initiatives: a hierarchical model of pupil level and classroom level factors.’ British Educational Research Journal, 41(5), 820-844.

    Wyse, D., & Styles, M. (2007). ‘Synthetic phonics and the teaching of reading: the debate surrounding England’s ‘Rose Report’.’ Literacy, 41(1), 35-42.

    Torgerson et al (2006), A Systematic Review of the Research Literature on the Use of Phonics in the Teaching of Reading and Spelling.

    Price-Mohr, R., Price, C. (2016). ‘Gender Differences in Early Reading Strategies: A Comparison of Synthetic Phonics Only with a Mixed Approach to Teaching Reading to 4–5 Year-Old Children.’ Early Childhood Education Journal. 1-8.

    McNally, S., Ruiz-Valenzuela, J. and Rolfe, H. (2016) ‘ABRA: Online Reading Support’, London: Education Endowment Foundation.

  6. Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE 2010-4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
  7. Teaching and Learning Toolkit (2015): Phonics
  8. National Reading Panel (U.S.) (2000) ‘Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction’, Washington DC: National Institute of Child Health and Human Development, National Institutes of Health, 2-96.
  9. National Reading Panel (U.S.) (2000) ‘Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction’, Washington DC: National Institute of Child Health and Human Development, National Institutes of Health, 2-99.
  10. The Evidence4Impact database is a useful repository of information regarding evaluations of available programmes: http://www.evidence4impact.org.uk/index.php.
  11. Slavin, B. et al. (2010). Effective Reading Programs for the Elementary Grades: A Best-Evidence Synthesis.

    National Reading Panel (U.S.) (2000) ‘Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction’, Washington DC: National Institute of Child Health and Human Development, National Institutes of Health, 2-97.

    National Reading Panel (U.S.) (2000) ‘Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction’, Washington DC: National Institute of Child Health and Human Development, National Institutes of Health, 2-96.

  12. Torgerson, C., Brooks, G. and Hall, J. (2006) A systematic review of the research literature on the use of phonics in the teaching of reading and spelling, Nottingham: DfES Publications.
  13. Teaching and Learning Toolkit (2015): Reading comprehension strategies Oakhill, J., Cain, K. and Elbro, C. (2014) Understanding and teaching reading comprehension: a handbook, London: Routledge.
  14. http://etd.library.vanderbilt.edu/available/etd- 06162010100830/unrestricted/Davis_dissertation.pdf
  15. National Reading Panel (U.S.) (2000) ‘Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction’, Washington DC: National Institute of Child Health and Human Development, National Institutes of Health, 4-46.
  16. onal Reading Panel (U.S.) (2000) ‘Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction’, Washington DC: National Institute of Child Health and Human Development, National Institutes of Health, 4-39 – 4-40.
  17. Teaching and Learning Toolkit (2015): Meta-cognition and self-regulation
  18. Graham, S. et al (2012) ‘A Meta-Analysis of Writing Instruction for Students in the Elementary Grades’, Journal of Educational Psychology, Vol. 104, No. 4, 879–896.
  19. Harris, K. R., Graham, S. and Mason, L. H. (2006) ‘Improving the writing, knowledge, and motivation of struggling young writers: Effects of self-regulated strategy development with and without peer support’, American Educational Research Journal, 43(2), 295–340.
  20. Williams, J. P., Hall, K. M., & Lauer, K. D. (2004). ‘Teaching expository text structure to young at-risk learners: Building the basics of comprehension instruction.’ Exceptionality, 12(3), 129-144.
  21. Saddler, B., & Graham, S. (2005). ‘The effects of peer- assisted sentence-combining instruction on the writing performance of more and less skilled young writers.’ Journal of Educational Psychology, 97(1), 43.
  22. McCutchen, D. (2000). ‘Knowledge, processing, and working memory: Implications for a theory of writing.’ Educational Psychologist, 35, 13-23.
  23. McGraham, S. and Harris, K. R. (2005) ‘Improving the writing performance of young struggling writers theoretical and programmatic research from the center on accelerating student learning’, The Journal of Special Education, 39(1), 19–33.
  24. Teaching and Learning Toolkit (2015): Feedback
  25. Berninger, V. W., Vaughan, K., Abbott, R. D., Begay, K., Coleman, K. B., Curtin, G. & Graham, S. (2002). ‘Teaching spelling and composition alone and together: Implications for the simple view of writing.’ Journal of Educational Psychology, 94(2), 291-304.
  26. Department for Education (2012). What is the research evidence on writing? Research report DFE-RR238. London: Department for Education.
  27. Goodwin, A. P., & Ahn, S. (2010). ‘A meta-analysis of morphological interventions: Effects on literacy achievement of children with literacy difficulties.’ Annals of Dyslexia, 60(2), 183-208. Nunes, T. and Bryant, P. (2006) Improving Literacy through Teaching Morphemes. London: Routledge.
  28. Worth, J. Sizmur, J., Ager, R., and Styles, B. (2015). ‘Improving Numeracy and Literacy’, London: Education Endowment Foundation.
  29. Teaching and Learning Toolkit (2015): Collaborative learning
    Fisher, B., Cozens, M. E., & Greive, C. (2007). ‘Look-Say- Cover-Write-Say-Check and Old Way/New Way-Mediational Learning: A comparison of the effectiveness of two tutoring programs for children with persistent spelling difficulties.’ Education Papers and Journal Articles. Paper 31.
  30. Waugh, D., Warner, C., & Waugh, R. (2016). Teaching Grammar, Punctuation and Spelling in Primary Schools (2nd edition). London: Sage.
  31. McKenna, M. C., & Stahl, K. A. D. (2015). Assessment for Reading Instruction. (3rd Edition) New York: Guilford Publications.
  32. van Geel, M., Keuning, T., Visscher, A. J., & Fox, J. P. (2016). ‘Assessing the Effects of a School-Wide Data-Based Decision-Making Intervention on Student Achievement Growth in Primary Schools.’ American Educational Research Journal, 53(2) 360-394.Guilford Publications.
  33. {page_317}evaluation/assessing-and-monitoring-pupil-progress/
  34. Gough, P. B. & Tunmer, W. E. (1986). ‘Decoding, reading, and reading disability.’ Remedial and Special Education, 7, 6-10.
  35. Berninger, V. W., Vaughan, K., Abbott, R. D., Begay, K., Coleman, K. B., Curtin, G. & Graham, S. (2002). ‘Teaching spelling and composition alone and together: Implications for the simple view of writing.’ Journal of Educational Psychology, 94(2), 291-304.
  36. Pea, R. D. (2004). The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity. Journal of the Learning Sciences, 13, 423–451.
    Puntambekar, S. & Hubscher, R. (2005) Tools for scaffolding students in a complex learning environment: what have we gained and what have we missed? Educational Psychologist, 40, 1-12.
  37. Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher–student interaction: A decade of research. Educational Psychology Review, 22(3), 271-296.
  38. Slavin, R. E., Lake, C., Davis, S. and Madden, N. A. (2011) ‘Effective programs for struggling readers: A best-evidence synthesis’, Educational Research Review, 6(1), 1–26.
  39. Teaching and Learning Toolkit (2015): One to one tuition Teaching and Learning Toolkit (2015): Small group tuition
  40. The Evidence4Impact database is a useful repository of information regarding evaluations of available programmes: http://www.evidence4impact.org.uk/index.php
  41. Teaching and Learning Toolkit (2015): One to one tuition Slavin, R. E., Lake, C., Davis, S. and Madden, N. A. (2011) ‘Effective programs for struggling readers: A best-evidence synthesis’, Educational Research Review, 6(1), 1–26. Sharples, J., Webster, R. and Blatchford, P. (2016) ‘Making Best Use of Teaching Assistants, Guidance Report’, London: Education Endowment Foundation.
  42. Sharples, J., Webster, R. and Blatchford, P. (2016) ‘Making Best Use of Teaching Assistants, Guidance Report’, London: Education Endowment Foundation.
  43. Ibid.