Preparing for Literacy

  1. Higgins, S. et al. (2017) Sutton Trust - Education Endowment Foundation Early Years Toolkit | Communication and language approaches, London: EEF.
  2. Sibieta, L., Kotecha, M. and Skipp, A. (2016) ‘Nuffield Early Language Intervention: evaluation report and executive summary’, London: EEF.
  3. Law, J. et al. (2017) ‘Early Language Development: Needs, provision and intervention for preschool children from socio-economically disadvantaged backgrounds’, London: EEF.
  4. National Early Literacy Panel (2008) ‘Developing Early Literacy: Report of the National Early Literacy Panel’, National Institute for Literacy. https://lincs.ed.gov/publications/pdf/NELPReport09.pdf
  5. Barnett, W. S. et al. (2008) ‘Educational effects of the Tools of the Mind curriculum: A randomized trial’, Early Childhood Research Quarterly, 23, pp. 299–313. https://doi.org/10.1016/j.ecresq.2008.03.001
  6. Dockrell, J., Llaurado, A., Hurry, J., Cowan, R. and Flouri, E. (2017) ‘Review of assessment measures in the early years: language and literacy, numeracy, and social emotional development and mental health’, London: EEF. https://educationendowmentfoundation.org.uk/public/files/Review_of_assessment_measures_in_the_early_years.pdf
  7. Taggart, G., Ridley, K., Rudd, P. and Benefield, P. (2005) ‘Thinking skills in the early years: a literature review’, Slough: National Foundation for Educational Research. https://www.nfer.ac.uk/publications/TSK01/TSK01.pdf
  8. Marulis, L. M. and Neuman, S. B. (2010) ‘The Effects of Vocabulary Intervention on Young Children’s Word Learning: A Meta-Analysis’, Review of Education Research, 80, pp. 300–335. https://doi.org/10.3102/0034654310377087
  9. Beck, I. L., McKeown, M. G. and Kucan, L. (2013) Bringing words to life: robust vocabulary instruction, Guildford Press.
  10. Wasik, B. A., Hindman, A. H. and Snell, E. K. (2016) ‘Book reading and vocabulary development: A systematic review’, Early Childhood Research Quarterly, 37, pp. 39–57. https://doi.org/10.1016/j.ecresq.2016.04.003
  11. Higgins, S. et al. (2017) Sutton Trust - Education Endowment Foundation Early Years Toolkit | Self-regulation strategies, London: EEF. 
  12. Siraj-Blatchford, I. et al. (2014) ‘The Effective Provision of Pre-School Education Project: Findings from the pre-school period’, Department for Education and Skills – SureStart.
  13. Department for children, schools and families (2009) ‘Learning, playing and interacting – good practice in the Early Years Foundation Stage’. https://www.keap.org.uk/documents/LearningPlayingInteracting.pdf
  14. Siraj-Blatchford, I., Muttock, S., Sylva, K., Gilden, R. and Bell, D. (2002) ‘Researching effective pedagogy in the early years’, London: Department for Education and Skills. http://dera.ioe.ac.uk/4650/1/RR356.pdf
  15. Siraj-Blatchford, I. (2005) ‘Quality Interactions in the Early Years’, Presented at: TACTYC Annual Conference, Cardiff. https://tactyc.org.uk/pdfs/2005conf_siraj.pdf
  16. Duggan, B., Dosmukhambetova, D. and Edwards, V. (2014) ‘A review of research evidence on the effectiveness of different approaches to promoting early speech and language development’, Welsh Government Social Research. https://gov.wales/docs/caecd/research/2014/140528-evidence-effectiveness-different-approaches-promoting-early-speech-language-development-en.pdf
  17. Gough, P. B. and Tunmer, W. E. (1986) ‘Decoding, Reading, and Reading Disability’, Remedial and Special Education, 7, pp. 6–10. https://doi.org/10.1177/074193258600700104
  18. Stuart, M. and Stainthorp, R. (2016) Reading Development and Teaching, Sage.
  19. Swanson, E. et al. (2011) ‘A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties’, Journal of Learning Disabilities, 44, pp. 258–275. https://doi.org/10.1177/0022219410378444
  20. What Works Clearinghouse (2015) Shared Book Reading. https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_sharedbook_041415.pdf
  21. Blok, H. (1999) ‘Reading to Young Children in Educational Settings: A Meta-Analysis of Recent Research’, Language Learning, 49, pp. 343–371. https://doi.org/10.1111/0023-8333.00091
  22. Mol, S. E., Bus, A. G. and de Jong, M. T. (2009) ‘Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language’, Review of Educational Research, 79, pp. 979–1007. https://doi.org/10.3102/0034654309332561
  23. Reading Rockets (2018) Shared Reading, available at: http://www.readingrockets.org/strategies/shared_reading [accessed 1 April 2018].
  24. Higgins, S. et al. (2017) Sutton Trust - Education Endowment Foundation Early Years Toolkit | Early literacy approaches.
  25. Education Endowment Foundation (2016) ‘Improving Literacy in Key Stage One’.
  26. Torgerson, C., Brooks, G., Gascoine, L. and Higgins, S. (2018) ‘Phonics: reading policy and the evidence of effectiveness from a systematic “tertiary” review’, Research Papers in Education, pp. 1–31. https://doi.org/10.1080/02671522.2017.1420816
  27. Chambers, B., Cheung, A. C. K. and Slavin, R. E. (2016) ‘Literacy and Language Outcomes of Comprehensive and Developmental-Constructivist Approaches to Early Childhood Education: A Systematic Review’. https://doi.org/10.1016/j.edurev.2016.03.003
  28. Higgins, S. et al. (2017) Sutton Trust - Education Endowment Foundation Toolkit | Phonics.
  29. Education Endowment Foundation (2018) ‘ Putting Evidence to Work: A School’s Guide to Implementation’.
  30. Santangelo, T. and Graham, S. (2016) ‘A Comprehensive Meta-analysis of Handwriting Instruction’, Educational Psychology Review, 28. https://doi.org/10.1007/s10648-015-9335-1
  31. Wyse, D. (2017) How writing works: from the invention of the alphabet to the rise of social media, Cambridge University Press.
  32. Berninger, V. W. et al. (2002) ‘Teaching spelling and composition alone and together: Implications for the simple view of writing’, Journal of Educational Psychology, 94, pp. 291–304. http://psycnet.apa.org/doi/10.1037/0022-0663.94.2.291
  33. Trivette, C., Dunst, C. and Hamby, D. (2013) ‘Influences of Different Types of Writing Activities on the Emergent Writing Abilities of Toddlers and Preschoolers’, CELLreviews, 6 (3), pp. 1–8. http://www.earlyliteracylearning.org/cellreviews/cellreviews_v6_no3.pdf
  34. Trivette, C., Hamby, D. W., Dunst, C. and Gorman, E. (2013) ‘Emergent writing among young children from from twelve to sixty months of age’, CELLreviews, 6 (2), pp. 1–18. http://earlyliteracylearning.org/cellreviews/cellreviews_v6_n2.pdf
  35. Graham, S., McKeown, D., Kiuhara, S. and Harris, K. R. (2012) ‘A meta-analysis of writing instruction for students in the elementary grades’, Journal of Educational Psychology, 104, pp. 879–896. http://psycnet.apa.org/doi/10.1037/a0029185
  36. Dunst, C. J. and Gorman, E. (2009) ‘Development of Infant and Toddler Mark Making and Scribbling’, CELLreviews, 2 (2), pp. 1–16. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.662.1578&rep=rep1&type=pdf
  37. Rosenblum, S., Weiss, P. L. and Parush, S. (2003) ‘Product and process evaluation of handwriting difficulties’, Educational Psychology Review, 15, pp. 41–81. https://doi.org/10.1023/A:1021371425220
  38. Feder, K. P. and Majnemer, A. (2007) ‘Handwriting development, competency, and intervention’, Developmental Medicine and Child Neurology, 49, pp. 312–317. https://doi.org/10.1111/j.1469-8749.2007.00312.x
  39. Gascoine, L., Higgins, S. and Wall, K. (2017) ‘The assessment of metacognition in children aged 4–16 years: a systematic review’, Review of Education, 5, pp. 3–57. https://doi.org/10.1002/rev3.3077
  40. Miech, R., Essex, M. J. and Goldsmith, H. H. (2001) ‘Socioeconomic Status and the Adjustment to School: The Role of Self-Regulation during Early Childhood’, Sociology of Education, 74, pp. 102–120. http://doi.org/10.2307/2673165
  41. Whitebread, D. and Coltman, P. (2010) ‘Aspects of pedagogy supporting metacognition and self-regulation in mathematical learning of young children: evidence from an observational study’, ZDM Mathematics Education, 42, pp 163–178. https://doi.org/10.1007/s11858-009-0233-1
  42. Bernard, S., Proust, J. and Clément, F. (2015) ‘Procedural metacognition and false belief understanding in 3- to 5-year-old children’. PLoS ONE, 10, e0141321 https://doi.org/10.1371/journal.pone.0141321
  43. Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C. and Domitrovich, C. E. (2008) ‘Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program’, Development and Psychopathology, 20, pp. 821–843.  https://doi.org/10.1017/S0954579408000394
  44. van de Pol, J., Volman, M. and Beishuizen, J. (2010) ‘Scaffolding in Teacher–Student Interaction: A Decade of Research’, Educational Psychology Review, 22, pp. 271–296. https://doi.org/10.1007/s10648-010-9127-6
  45. Education Endowment Foundation (2018) ‘Metacognition and self-regulated learning’.
  46. Aubrey, C., Ghent, K. and Kanira, E. (2012) ‘Enhancing thinking skills in early childhood’, International Journal of Early Years Education, 20, pp. 332–348.  https://doi.org/10.1080/09669760.2012.743102
  47. Higgins, S. et al. (2017) Sutton Trust - Education Endowment Foundation Early Years Toolkit | Parental involvement.
  48. Higgins, S. and Katsipataki, M. (2015) ‘Evidence from meta-analysis about parental involvement in education which supports their children’s learning’, Journal of Children’s Services, 10, pp. 280–290. https://doi.org/10.1108/JCS-02-2015-0009
  49. Lam, S., Chow-Yeung, K., Wong, B. P. H., Lau, K. K. and Tse, S. I. (2013) ‘Involving parents in paired reading with preschoolers: Results from a randomized controlled trial’, Contemporary Educational Psychology, 38, pp. 126–135. https://doi.org/10.1016/j.cedpsych.2012.12.003
  50. Asmussen, K., Feinstein, L., Martin, J. and Chowdry, H. (2016) ‘Foundations for life: what works to support parent child interaction in the Early Years’, Early Intervention Foundation. http://www.eif.org.uk/publication/foundations-for-life-what-works-to-support-parent-child-interaction-in-the-early-years/
  51. Dorsett, R. et al. (2014) ‘Mind the gap: evaluation report and executive summary’, London: EEF.
  52. Husain, F., Jabin, N., Haywood, S., Kasim, A. and Paylor, J. (2016) ‘Parent academy: evaluation report and executive summary’, London: EEF.
  53. Tracey, L., Chambers, B., Bywater, T. and Elliott, L. (2016) ‘SPOKES: Evaluation report and executive summary’, London: EEF. 
  54. Husain, F. et al. (2018) ‘Family Skills: Evaluation Report and Executive Summary’, London: EEF. 
  55. See, B. H. and Gorard, S. (2013) ‘What do rigorous evaluations tell us about the most promising parental involvement interventions? A critical review of what works for disadvantaged children in different age groups’, London: Nuffield Foundation.  https://www.nuffieldfoundation.org/sites/default/files/files/What_do_rigorous_evaluations_tell_us_about_the_most_promising_parental_involvement_interventions.pdf
  56. See, B. H. and Gorard, S. (2015) ‘Does intervening to enhance parental involvement in education lead to better academic results for children? An extended review’, Journal of Children’s Services, 10, pp. 252–264. https://doi.org/10.1108/JCS-02-2015-0008
  57. McKenna, M. and Stahl, K. (2015) Assessment for reading instruction, Guildford Publications.
  58. Education Endowment Foundation (2018) Early Years Measures Database, available at: https://educationendowmentfoundation.org.uk/projects-and-evaluation/evaluating-projects/early-years-measure-database/early-years-measures-database/ [accessed 19 April 2018].
  59. Bruce, A., Fairley, L., Chambers, B., Wright, J. and Sheldon, T. A. (2016) ‘Impact of visual acuity on developing literacy at age 4–5 years: a cohort-nested cross-sectional study’, BMJ Open, 6, e010434. http://doi.org/10.1136/bmjopen-2015-010434
  60. Thurston, A. (2014) ‘The Potential Impact of Undiagnosed Vision Impairment on Reading Development in the Early Years of School’, International Journal of Disability, Development and Education, 61, pp. 152–164. https://doi.org/10.1080/1034912X.2014.905060
  61. Bruce, A. et al. (2018) ‘The effect of adherence to spectacle wear on early developing literacy: a longitudinal study based in a large multi-ethnic city, Bradford UK’. British Medical Journal Open, 8, e021277. http://doi.org/10.1136/bmjopen-2017-021277
  62. Slavin, R. E. et al. (2018) ‘In plain sight: reading outcomes of providing eyeglasses to disadvantaged children’. Journal of Education for Students Placed at Risk. http://doi.org/10.1080/10824669.2018.1477602
  63. Basch, C. E. (2011) ‘Vision and the Achievement Gap Among Urban Minority Youth’, Journal of School Health, 81, pp. 599–605. http://doi.org/10.1111/j.1746-1561.2011.00633.x
  64. Yip, J. L. Y. et al. (2014) ‘Area deprivation, individual socioeconomic status and low vision in the EPIC-Norfolk Eye Study’, Epidemiology and Community Health, 68, pp. 204–10. http://dx.doi.org/10.1136/jech-2013-203265
  65. Boots (2016) ‘Seeing the future’, Boots opticians green paper on children’s eye health. http://www.boots-uk.com/media/3669/boots-opticians-seeing-the-future.pdf
  66. EEF (2018) ‘Assessing and Monitoring Pupil Progress’ [accessed 19 February 2018].
  67. The Marmot review (2010) ‘Fair society, healthy lives’. http://www.instituteofhealthequity.org/resources-reports/fair-society-healthy-lives-the-marmot-review/fair-society-healthy-lives-full-report-pdf.pdf
  68. Bruce, A. and Outhwaite, L. (2013) ‘Uptake, referral and attendance: results from an inner city school based vision screening programme’, British and Irish Orthoptic Journal, 10, pp. 41–45. https://bioj.org/index.php/bioj/article/view/101
  69. Solebo, A. L. and Rahi, J. S. (2013) ‘Vision screening in children aged 4–5 years: external review against programme appraisal criteria for the UK National Screening Committee’, U.K. NSC. https://legacyscreening.phe.org.uk/policydb_download.php?doc=365
  70. Which? (2011) ‘One in five PCTs do not offer school sight tests’, available at: https://www.which.co.uk/news/2011/08/one-in-five-pcts-do-not-offer-school-sight-tests-264291/ [accessed 5 January 2018].
  71. Higgins, S. et al. (2017) Sutton Trust - Education Endowment Foundation Early Years Toolkit.
  72. Education Endowment Foundation (2015) ‘Making best use of teaching assistants’.
  73. Education Endowment Foundation (2018) ‘Promising Projects’ [accessed 23 February 2018].
  74. Institute for Effective Education (2018) ‘Evidence 4 Impact’, https://evidence4impact.org.uk/ [accessed 23 February 2018].