Citations (45)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (12)
Stephanie Grote-Garcia & Evan Ortlieb. (2024) What’s Hot in Literacy 2023: The Ban on Books and Diversity Measures. Literacy Research and Instruction 63:1, pages 1-16.
Read now
Read now
Meechai Wongdaeng & Steve Higgins. (2023) Effectiveness of metacognitive interventions in tertiary EFL contexts: evidence from a systematic review and meta-analysis. Innovation in Language Learning and Teaching 17:4, pages 795-811.
Read now
Read now
Wolfgang Mann, Rachel O’Neill, Freya Watkins & Robin L. Thompson. (2023) Reading online in deaf and hearing young people: Do differences exist?. Deafness & Education International 25:3, pages 203-227.
Read now
Read now
Jane Carter. (2023) Supporting preservice teachers to become informed teachers of reading through one-to-one tutoring in an English initial teacher education setting. Education 3-13 51:4, pages 543-556.
Read now
Read now
Dominic Wyse & Alice Bradbury. (2022) The passion, pedagogy and politics of reading. English in Education 56:3, pages 247-260.
Read now
Read now
Chris Counihan, Steve Humble, Louise Gittins & Pauline Dixon. (2022) The effect of different teacher literacy training programmes on student’s word reading abilities in government primary schools in Northern Nigeria. School Effectiveness and School Improvement 33:2, pages 198-217.
Read now
Read now
George Koutsouris, Brahm Norwich & Alexey Bessudnov. (2021) Interpreting RCT, process evaluation and case study evidence in evaluating the Integrated Group Reading (IGR) programme: a teacher-led, classroom-based intervention for Year 2 and 3 pupils struggling to read. Educational Review 73:3, pages 346-373.
Read now
Read now
Sinéad Harmey. (2021) Perspectives on dealing with reading difficulties. Education 3-13 49:1, pages 52-62.
Read now
Read now
Greg Brooks, Roger Beard & Jaz Ampaw-Farr. (2021) ‘English has 100+ phonemes’: some errors and confusions in contemporary commercial phonics schemes. Research Papers in Education 36:1, pages 96-126.
Read now
Read now
Jonathan E. Solity. (2020) Instructional psychology and teaching reading: Ending the reading wars. Educational and Developmental Psychologist 37:2, pages 123-132.
Read now
Read now
Jennifer Buckingham. (2020) Systematic phonics instruction belongs in evidence-based reading programs: A response to Bowers. Educational and Developmental Psychologist 37:2, pages 105-113.
Read now
Read now
Meg Maguire & Annette Braun. (2019) Headship as policy narration: generating metaphors of leading in the English primary school. Journal of Educational Administration and History 51:2, pages 103-116.
Read now
Read now
Articles from other publishers (33)
Geoffrey C. Kellogg. 2024. Cultivating Literate Citizenry Through Interdisciplinary Instruction. Cultivating Literate Citizenry Through Interdisciplinary Instruction
18
37
.
Sunaina Shenoy, Anuj Iyer & Siamack Zahedi. (2022) Phonics-Based Instruction and Improvement in Foundational Reading Skills of Kindergartners in the Indian Schooling Context. Early Childhood Education Journal 52:1, pages 73-85.
Crossref
Crossref
Dominic Wyse & Alice Bradbury. (2023) Teaching phonics and reading effectively: ‘A balancing act’ for teachers, policy makers and researchers. Review of Education 11:3.
Crossref
Crossref
Hanna Lindström‐Sandahl, Åsa Elwér, Stefan Samuelsson & Henrik Danielsson. (2023) Effects of a phonics intervention in a randomized controlled study in Swedish second‐grade students at risk of reading difficulties. Dyslexia 29:4, pages 290-311.
Crossref
Crossref
Uta Papen. (2023) Literacy Research and Its Relationship with Policy: What and Who Informs Policy and Why Is Some Research Ignored?. Research in the Teaching of English 58:1, pages 63-80.
Crossref
Crossref
Greg Brooks. (2023) Disputing recent attempts to reject the evidence in favour of systematic phonics instruction. Review of Education 11:2.
Crossref
Crossref
Linda Gawne. (2023) School-based mandates versus teacher autonomy: three early career teacher viewpoints of leadership impacting the teaching of reading. The Australian Journal of Language and Literacy 46:1, pages 89-103.
Crossref
Crossref
Greta Boldrini, Amy C. Fox & Robert S. Savage. (2022) Flexible phonics: a complementary ‘next generation’ approach for teaching early reading. Literacy 57:1, pages 72-86.
Crossref
Crossref
Siamack Zahedi, Anuj Iyer, Rhea Jaffer, Sunaina Shenoy & Radhika Shourie. (2022) A Systems Approach to Improving Foundational Reading Skills at a Preschool in India. Education Sciences 12:12, pages 878.
Crossref
Crossref
Ludo Verhoeven, Marinus Voeten & Eliane Segers. (2022) Computer-assisted word reading intervention effects throughout the primary grades: A meta-analysis. Educational Research Review 37, pages 100486.
Crossref
Crossref
Cathy Burnett, Julia Gillen, Ian Guest, Bronwen Maxwell & Terrie Lynn Thompson. (2022) How does research reach teachers? An agenda for investigating research mobilities in primary literacy education. Literacy 56:4, pages 386-399.
Crossref
Crossref
Ki Young Kang, Amy R Lederberg & Jessica A Scott. (2022) Word-Level Instruction for Deaf and Hard-of-Hearing Students: An Observation Study. The Journal of Deaf Studies and Deaf Education 27:4, pages 453-467.
Crossref
Crossref
Robert Savage. 2022. The Science of Reading. The Science of Reading
209
233
.
Eti Deri, Antonia Cascales Martínez & María Encarnación Carrillo García. (2022) Métodos para la enseñanza del hebreo moderno. Revista Científica UISRAEL 9:2, pages 111-129.
Crossref
Crossref
Jonathan Solity. (2022) Instructional Psychology and Teaching Reading: An analysis of the evidence underpinning government policy and practice. Review of Education 10:1.
Crossref
Crossref
Dominic Wyse & Alice Bradbury. (2022) Reading wars or reading reconciliation? A critical examination of robust research evidence, curriculum policy and teachers' practices for teaching phonics and reading. Review of Education 10:1.
Crossref
Crossref
Janet I. Vousden, Anna J. Cunningham, Helen Johnson, Sam Waldron, Sabrina Ammi, Claire Pillinger, Robert Savage & Clare Wood. (2021) Decoding and comprehension skills mediate the link between a small‐group reading programme and English national literacy assessments. British Journal of Educational Psychology 92:1, pages 105-130.
Crossref
Crossref
. 2022. Educational Explanations. Educational Explanations
293
305
.
Philippine Courtier, Marie‐Line Gardes, Jean‐Baptiste Van der Henst, Ira A. Noveck, Marie‐Caroline Croset, Justine Epinat‐Duclos, Jessica Léone & Jérôme Prado. (2021) Effects of Montessori Education on the Academic, Cognitive, and Social Development of Disadvantaged Preschoolers: A Randomized Controlled Study in the French Public‐School System. Child Development 92:5, pages 2069-2088.
Crossref
Crossref
Emma Armstrong‐Carter, Jonas G. Miller, Liam J. B. Hill & Benjamin W. Domingue. (2021) Young Children’s Prosocial Behavior Protects Against Academic Risk in Neighborhoods With Low Socioeconomic Status. Child Development 92:4, pages 1509-1522.
Crossref
Crossref
. 2021. L'apprentissage de la lecture et ses difficultés. L'apprentissage de la lecture et ses difficultés
297
329
.
Sherri L. Horner & Sharon A. Shaffer. (2021) Evaluating the Reporting Quality of Researcher-Developed Alphabet Knowledge Measures: How Transparent and Replicable Is It?. Frontiers in Psychology 12.
Crossref
Crossref
Steven Watson. (2020) New Right 2.0: Teacher populism on social media in England. British Educational Research Journal 47:2, pages 299-315.
Crossref
Crossref
Vince Wright. 2021. Third International Handbook of Globalisation, Education and Policy Research. Third International Handbook of Globalisation, Education and Policy Research
757
775
.
Ya-Ning Chang, J.S.H. Taylor, Kathleen Rastle & Padraic Monaghan. (2020) The relationships between oral language and reading instruction: Evidence from a computational model of reading. Cognitive Psychology 123, pages 101336.
Crossref
Crossref
Clare Cullen & Oussama Metatla. (2020) Tangible Multisensory Aids for Collaborative Phonics Learning. Tangible Multisensory Aids for Collaborative Phonics Learning.
Jonathan Glazzard & Samuel Stones. (2020) A Rigorous Approach to the Teaching of Reading? Systematic Synthetic Phonics in Initial Teacher Education. Frontiers in Education 5.
Crossref
Crossref
Jeffrey S. Bowers. (2020) Reconsidering the Evidence That Systematic Phonics Is More Effective Than Alternative Methods of Reading Instruction. Educational Psychology Review 32:3, pages 681-705.
Crossref
Crossref
Jane Carter. (2020) The assessment has become the curriculum: Teachers’ views on the Phonics Screening Check in England. British Educational Research Journal 46:3, pages 593-609.
Crossref
Crossref
Bruno Duarte Azevedo, Rodrigo Goyannes Gusmão Caiado & Luiz Felipe Scavarda. 2020. Operations Management for Social Good. Operations Management for Social Good
383
392
.
Rodrigo Goyannes Gusmão Caiado, Oswaldo Luiz Gonçalves Quelhas, Luiz Felipe Scavarda, Daniel Luiz de Mattos Nascimento & Vitor Heitor Cardoso Cunha. 2020. Operations Management for Social Good. Operations Management for Social Good
1023
1033
.
Jeffrey S. Bowers & Peter N. Bowers. (2018) Progress in Reading Instruction Requires a Better Understanding of the English Spelling System. Current Directions in Psychological Science 27:6, pages 407-412.
Crossref
Crossref
Lauren Stentiford, George Koutsouris & Brahm Norwich. (2018) A systematic literature review of the organisational arrangements of primary school‐based reading interventions for struggling readers. Journal of Research in Reading 41:S1.
Crossref
Crossref