References
- Al Otaiba, S., C. Puranik, D. Rouby, L. Greulich, J. Folsom, and J. Lee. 2010. “Predicting Kindergartners’ End of Year Spelling Ability from Their Reading, Alphabetic, Vocabulary, and Phonological Awareness Skills, and Prior Literacy Experiences.” Learning Disability Quarterly 33 (3): 171–184. doi:10.1177/073194871003300306.
- Andrews, J., D. Robinson, and J. Hutchinson. 2017. “Closing the Gap?: Trends in Educational Attainment and Disadvantage.” Education Policy Institute. https://epi.org.uk/wp-content/uploads/2017/08/Closing-the-Gap_EPI-.pdf
- Biancarosa, G., A. Bryk, and E. Dexter. 2010. “Assessing the Value-added Effects of Literacy Collaborative Professional Development on Student Learning.” The Elementary School Journal 111 (1): 7–34. doi:10.1086/653468.
- Bloome, D., and J. Green. 2015. “The Social and Linguistic Turns in Studying Language and Literacy.” In The Routledge Handbook of Literacy Studies, edited by J. Rowsell and K. Pahl, 19–35. London: Routledge.
- Borman, K. M., B. Cotner, R. Lee, T. Boydston, and R. Lanehart 2009. “Improving Elementary Science Instruction and Pupil Achievement: The Impact of a Professional Development Program, Society for Research on Educational Effectiveness.” Paper presented at the annual meeting of the Society for Research on Educational Effectiveness, Crystal City, Virginia, USA, March 1st-3rd.
- Brooks, G. 2016. What Works for Children and Young People with Literacy Difficulties: The Effectiveness of Intervention Schemes. 5th ed. Farnham, Surrey: Dyslexia-SpLD Trust. http://www.dyslexiaaction.org.uk/files/dyslexiaaction/what-works-5th-edition.pdf
- Cambridge Assessment. 2013. “English as a Subject and the Relationship between English, Literacy and ‘Being Literate’.” Cambridge: Cambridge Assessment. https://www.cambridgeassessment.org.uk/Images/130433-what-is-literacy-an-investigation-into-definitions-of-english-as-a-subject-and-the-relationship-between-english-literacy-and-being-literate-.pdf
- Carroll., C., J. Hurry., G. Grima, A. Hooper, K. Dunn, and E. Ahtaridou. 2020. “Evaluation of Bug Club: A Randomised Control Trial of a Whole School Primary Aged Reading Programme.” The Curriculum Journal 31 (4): 605–625. doi:10.1002/curj.29.
- Chacko, A., G. Fabiano, G. Doctoroff, and B. Fortson. 2018. “Engaging Fathers in Effective Parenting for Preschool Children Using Shared Book Reading: A Randomized Controlled Trial.” Journal of Clinical Child & Adolescent Psychology 47 (1): 79–93. doi:10.1080/15374416.2016.1266648.
- Chapman, J., and W. Tunmer. 2018. “Reading Recovery’s Unrecovered Learners: Characteristics and Issues.” Review of Education 7 (2): 237–265. doi:10.1002/rev3.3121.
- Churches, R. 2016. Closing the Gap: Test and Learn – Research Report. London: NCTL/DfE. http://www.curee.co.uk/files/shared/closing_the_gap_test_and_learn_full_report.pdf
- Clark, C. 2012. Young People’s Writing in 2011: Findings from the National Literacy Trust’s Annual Literacy Survey. London: National Literacy Trust. https://literacytrust.org.uk/research-services/research-reports/children-and-young-peoples-writing–2011/
- Cordingley, P., S. Higgins, T. Greany, N. Buckler, D. Coles-Jordan, B. Crisp, L. Saunders, and R. Coe 2015. “Developing Great Teaching: Lessons from the International Reviews into Effective Professional Development.” http://tdtrust.org/about/dgt
- D’Agostino, J., and S. Harmey. 2016. “An International Meta-analysis of Reading Recovery.” Journal of Education for Students Placed at Risk (JESPAR) 21 (1): 29–46. doi:10.1080/10824669.2015.1112746.
- Darling-Hammond, L., M. Hyler, and M. Gardner 2017. “Effective Teacher Professional Development.” Learning Policy Institute. https://learningpolicyinstitute.org/sites/default/files/product-files/Effective_Teacher_Professional_Development_REPORT.pdf
- Dimova, S., S. Ilie, E. R. Brown, M. Broeks, A. Culora, and A. Sutherland. 2020. The Nuffield Early Language Intervention: Evaluation Report. London: Education Endowment Foundation.
- Duursma, E., M. Augustyn, and B. Zuckerman. 2008. “Reading Aloud to Children: The Evidence.” Archives of Disease in Childhood 93 (7): 554–557. doi:10.1136/adc.2006.106336.
- Education Scotland. 2019. “Curriculum for Excellence: Literacy across Learning – Principles and Practice.” https://education.gov.scot/education-scotland/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-building-from-the-statement-appendix-incl-btc1-5/what-is-curriculum-for-excellence
- Garet, M., J. Heppen, K. Walters, J. Parkinson, T. Smith, M. Song, … T. Wei. 2016. Focusing on Mathematical Knowledge: The Impact of Content-intensive Teacher Professional Development (NCEE 2016–4010). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.
- Gilbert, L., A. Teravainen, C. Clark, and S. Shaw. 2018. Literacy and Life Expectancy an Evidence Review Exploring the Link between Literacy and Life Expectancy in England through Health and Socioeconomic Factors. London: NLT. https://cdn.literacytrust.org.uk/media/documents/National_Literacy_Trust_-_Literacy_and_life_expectancy_report.pdf
- Gorard, S. 2018. Education Policy: Evidence of Equity and Effectiveness. Bristol: Policy Press.
- Gorard, S., and B. H. See. 2013. Overcoming Disadvantage in Education. London: Routledge.
- Gorard, S., B. H. See, and N. Siddiqui. 2017. The Trials of Evidence-based Education. London: Routledge.
- Gorard, S., B. H. See, and P. Davies. 2012. The Impact of Attitudes and Aspirations on Educational Attainment and Participation. York: Joseph Rowntree Foundation. https://www.researchgate.net/profile/Stephen_Gorard/publication/265288552_The_Impact_of_Attitudes_and_Aspirations_on_Educational_Attainment_and_Participation/links/54ae6cd70cf24aca1c6fcf42.pdf
- Gorard, S., N. Siddiqui, and B. H. See. 2017. “Can ‘Philosophy for Children’ Improve Primary School Attainment?” Journal of Philosophy of Education 51 (1): 5–22. doi:10.1111/1467-9752.12227.
- Grotlüschen, A., D. Mallows, S. Reder, and J. Sabatini 2016. “Adults with Low Proficiency in Literacy or Numeracy.” OECD Education Working Papers, No. 131. OECD Publishing
- Hanley, P., R. Slavin, and L. Elliot. 2015. Thinking, Doing, Talking Science. London: Education Endowment Foundation.
- Harris, D., and T. Sass. 2011. “Teacher Training, Teacher Quality and Student Achievement.” Journal of Public Economics 95 (7–8): 798–812. doi:10.1016/j.jpubeco.2010.11.009.
- Huang, C. 2011. “Self-concept and Academic Achievement: A Meta-analysis of Longitudinal Relations.” Journal of School Psychology 49 (5): 505–528. doi:10.1016/j.jsp.2011.07.001.
- Jones, S., D. Myhill, and T. Bailey. 2012. “Grammar for Writing? An Investigation of the Effects of Contextualised Grammar Teaching on students’ Writing.” Reading and Writing 26 (8): 1241–1263. doi:10.1007/s11145-012-9416-1.
- Kraft, M. A., D. Blazar, and D. Hogan. 2018. “The Effect of Teacher Coaching on Instruction and Achievement: A Meta-analysis of the Causal Evidence.” Review of Educational Research 88 (4): 547–588. doi:10.3102/0034654318759268.
- Linnenbrink-Garcia, L., S. V. Wormington, K. E. Snyder, J. Riggsbee, T. Perez, A. Ben-Eliyahu, N. E. Hill, et al. 2018. “Multiple Pathways to Success: An Examination of Integrative Motivational Profiles among Upper Elementary and College Students.” Journal of Educational Psychology 110 (7): 1026–1048. DOI:10.1037/edu0000245.
- McGee, A., and H. Johnson. 2003. “The Effect of Inference Training on Skilled and Less Skilled Comprehenders.” Educational Psychology 23 (1): 49–59. doi:10.1080/01443410303220.
- McKinsey and Company. 2010. “How the Most Improved School Systems Keep Getting Better.” https://www.mckinsey.com/~/media/mckinsey/industries/social%20sector/our%20insights/how%20the%20worlds%20most%20improved%20school%20systems%20keep%20getting%20better/how_the_worlds_most_improved_school_systems_keep_getting_better.ashx
- Mezuk, B., I. Bondarenko, S. Smith, and E. Tucker. 2011. “The Influence of a Policy Debate Program on High School Achievement in a Large Urban Public School System.” Educational Research and Reviews 6 (9): 622–635.
- Miller, S., A. Biggart, S. Sloan, and L. O’Hare. 2017. Success for All: Evaluation Report. London: EEF.
- Minary, L., J. Trompette, J. Kivits, L. Cambon, C. Tarquinio, F. Alla, et al. 2019. “Which Design to Evaluate Complex Interventions? Toward a Methodological Framework through a Systematic Review.” BMC Medical Research Methodology 19 (1): 92. DOI:10.1186/s12874-019-0736-6.
- Minnesota Public Schools. 2015. “2014–15 Urban Debate League MPS Evaluation.” http://urbandebate.org/Our-Results
- Myhill, D., S. Jones, and A. Watson. 2013. “Grammar Matters: How Teachers’ Grammatical Knowledge Impacts on the Teaching of Writing.” Teaching and Teacher Education 36: 77–91. doi:10.1016/j.tate.2013.07.005.
- NCTL. 2014. “Inference Training,” London: NCTL, www.otsa.org.uk/app/download/19185977/Inference±Training.docx
- NLT. 2020. “Premier League Primary Stars.” London: NLT. https://plprimarystars.com/register/readingstars
- Pabion, C. 2015. Premier League Reading Stars Evaluation Report 2013–14. London: National Literacy Trust. http://www.literacytrust.org.uk/assets/0002/5625/PLRS_report_final.pdf
- Quigley, A., R. Coleman, A. Cunningham, H. Breadmore, S. Davies, V. Elliot, A. Fleck, et al. 2019. Improving Literacy in Secondary Schools. London: Education Endowment Foundation.
- Quint, J., P. Zhu, R. Balu, S. Rappaport, and M. DeLaurentis. 2015. Scaling up the Success for All Model of School Reform: Final Report from the Investing in Innovation (I3) Evaluation. New York: MDRC.
- Ross, S., J. Nunnery, and E. Goldfeder. 2004. A Randomized Experiment on the Effects of Accelerated Reader/Reading Renaissance in an Urban School District: Preliminary Evaluation Report. Memphis, TN: University of Memphis, Centre for Research in Educational Policy.
- See, B. H., and S. Gorard. 2020. “Effective Classroom Instructions for Primary Literacy: A Critical Review of the Causal Evidence.” International Journal of Educational Research 102: 101577. doi:10.1016/j.ijer.2020.101577.
- See, B. H., S. Gorard, R. Morris, and N. Siddiqui. 2019. Evaluation of the National Literacy Trust’s Literacy for Life Programme, Project Report. Durham: Durham University. https://dro.dur.ac.uk/28926/
- Sibieta, L., E. Greaves, and B. Sianesi. 2014. “Increasing Pupil Motivation: Evaluation Report and Executive Summary.” London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/Pupil_Incentives.pdf
- Siddiqui, N., S. Gorard, and B. H. See. 2015. “Accelerated Reader as a Literacy Catch-up Intervention during Primary to Secondary School Transition Phase.” Educational Review 68 (2): 139–154. doi:10.1080/00131911.2015.1067883.
- Stecher, B., D. Holtzman, M. Garet, L. Hamilton, J. Engberg, E. Steiner, and J. Chambers. 2018. Improving Teacher Effectiveness: Final Report: The Intensive Partnerships for Effective Teaching through 2015–2016. Santa Monica, CA: RAND.
- Tanner, E., A. Brown, N. Day, M. Kotecha, N. Low, G. Morrell, O. Turczuk, et al. 2011. Evaluation of Every Child a Reader, Research Report DFE-RR114. London: DfE.
- The Sutton Trust.2011. Improving the Impact of Teachers on Pupil Achievement in the UK. London: The Sutton Trust. h ttps://w ww.suttontrust.c om/wp-content/uploads/2020/01/2teachers-impact-report-final.pdf
- Torgerson, C., D. Torgerson, H. Ainsworth, C. Hewitt, A. Kasim, D. Kokotsaki, K. Bell, L. Elliott, and L. Gascoine. 2018. Calderdale Excellence Partnership: IPEELL. Evaluation and Executive Summary. London: EEF.
- Torgerson, C., G. Brooks, and J. Hall 2006. “A Systematic Review of the Research Literature on the Use of Phonics in the Teaching of Reading and Spelling.” Research Brief RB711. London: DfES. http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrderingDownload/RB711.pdf
- Torgerson, D., C. Torgerson, N. Mitchell, H. Buckley, H. Ainsworth, C. Heaps, and L. Jefferson. 2014. Grammar for Writing: Evaluation Report. London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/evaluation/projects/grammar-for-writing/
- Tracey, L., J. Boehnke, L. Elliott, and C. Bowyer-Crane. 2019. Grammar for Writing: Evaluation Report. London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Protocols/Regrant_-_Grammar_for_Writing_effectiveness.pdf
- University of Birmingham. 2019a. “#birminghamstories and the Launch of the National Literacy Trust Hub.” Youtube Video. https://www.youtube.com/watch?v=LNc5yOvEUlM
- University of Birmingham. 2019b. “Local Role Models Launch New Campaign to Change Young People’s Life Stories in Birmingham.” https://www.birmingham.ac.uk/news/latest/2019/10/birmingham-stories.aspx
- Wanzek, J., S. Vaughn, N. Scammacca, K. Metz, C. Murray, G. Roberts, and L. Danielson. 2013. “Extensive Reading Interventions for Older Struggling Readers: Implications from Research.” Review of Educational Research 83 (2): 163–195. doi:10.3102/0034654313477212.
- Weisleder, A., D. Mazzuchelli, A. Lopez, W. D. Neto, C. B. Cates, H. A. Gonçalves, R. P. Fonseca, et al. 2018. “Reading Aloud and Child Development: A Cluster-Randomized Trial in Brazil.” Pediatrics 141 (1): e20170723. DOI:10.1542/peds.2017-0723.
- What Works Clearinghouse. 2017. WWC Intervention Report: Self-regulated strategy development. https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_srsd_111417.pdf
- Williams, K., C. Austin, and S. Vaughn. 2018. “A Synthesis of Spelling Interventions for Secondary Students with Disabilities.” The Journal of Special Education 52 (1): 3–15. doi:10.1177/0022466917732777.
- Wood, C., C. Pillinger, D. Stanley, G. Williams, J. Adie, and L. Sage. 2017. Premier League Reading Stars Evaluation Report 2015–2016. London: National Literacy Trust.