Baseline Assessment and Monitoring in Primary Schools: Achievements, attitudes and value-added indicators by Peter Tymms (David Fulton, 1999)
This text offers the reader a detailed picture of the attitudes and self-concepts of pupils and their growing achievements as they move through primary education. It includes discussions of important policy and practical questions and an examination of gaps in knowledge and ways to fill them.
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Children in Difficulty: A guide to understanding and helping by Julian Elliott and Maurice Place (Routledge Falmer, 2004)
A guide for those who work with children. In clear, simple language it focuses upon some of the most common, yet often incapacitating, difficulties, which are frequently encountered by young children and adolescents.
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Dyslexia by Margaret Snowling (Blackwell, 2000)
Although the problem of dyslexia is widely recognised, its definition continues to be debated. This new edition provides a synthesis of research on the cognitive deficits of dyslexia and reviews evidence concerning its biological bases and studies that evaluate teaching interventions for dyslexic children.
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Dyslexia: Integrating Theory and Practice edited by Margaret Snowling and M.E. Thomson (Whurr Publishing, 1991)
This work brings together the papers to be presented at the Second International Conference of the British Dyslexia Association. This conference is intended to examine a variety of aspects of dyslexia, within the following general themes – education, language, biological bases, cognition, development of literacy and numeracy and social and behavioural elements.
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Dyslexia, Speech and Language: A practitioner's handbook edited by Margaret J Snowling and Joy Stackhouse (Whurr Publishers, 1996)
This work presents current ideas on the relationship between spoken and written language difficulties, providing clinical and educational perspectives on the assessment and management of children's reading and spelling problems.
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Interactive Literacy: Using ICT to advance literacy skills by Trevor Millum (Barrington Stoke, September 2005)
A guide for teachers written by a member of the Executive Board of the National Literacy Association.
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Opening the Nursery Door edited by Mary Hilton, Morag Styles and Victor Watson (Routledge, 1997)
Examines such areas as: the texts written and read to children; the multifarious ways childhood has been considered, shaped and schooled through literacy practices; and the hitherto ignored role of women educators in early childhood across all classes.
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Potent Fictions: Children's literacy and the challenge of popular culture edited by Mary Hilton (Routledge, 1996)
Hilton argues that popular culture should not be perceived as a threat to our children or their education. Rather, used carefully alongside other types of literature, popular culture can actually help teachers to develop literacy in a broad and positive sense.
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Why Children Can't Read: And what we can do about it by Diane McGuinness (Penguin, 1998)
Provides an approach to dealing with literacy problems. The author combines her own scientific and clinical experience with a synthesis of modern research on reading, to show how different methods of teaching reading could successfully improve standards of literacy.
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