A. Lambirth (2007) ‘Chapter 2’, in Poetry matters. Leicester: United Kingdom Literacy Association, pp. 4–10. Available at: https://contentstore.cla.co.uk/secure/link?id=48a3a822-a1c3-e711-80cb-005056af4099.
Andrew Lambirth et al. (1966) ‘Poetry is happening but I don’t exactly know how” Literacy Subject leaders perceptions of poetry in their primary schools’, Literacy, 46(2), pp. 73–80. Available at: https://doi.org/10.1111/j.1741-4369.2011.00654.x.
Arizpe, E., Colomer, T. and Martínez-Roldán, C. (2014a) ‘Chapter 9: Looking Together: Image-based Strategies for Inclusive Pedagogy’, in Visual journeys through wordless narratives: an international inquiry with immigrant children and The arrival. London: Bloomsbury Academic, pp. 199–216. Available at: https://doi.org/10.5040/9781472593283.ch-009.
Arizpe, E., Colomer, T. and Martínez-Roldán, C. (2014b) Visual journeys through wordless narratives: an international inquiry with immigrant children and The arrival. London: Bloomsbury Academic. Available at: https://doi.org/10.5040/9781472593283.
Arizpe, E. and Styles, M. (2003) Children reading pictures: interpreting visual texts. London: RoutledgeFalmer. Available at: http://www.tandfebooks.com/isbn/9780203005156.
Arizpe, E. and Styles, M. (2016) Children reading picturebooks: interpreting visual texts. Second edition. Abingdon, Oxon: Routledge. Available at: http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-10-27T15%3A57%3A34IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Children%20reading%20picturebooks%20:%20interpreting%20visual%20texts&rft.aulast=Arizpe&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Arizpe,%20Evelyn,%201965-,%20author&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=&rft.isbn=9781315683911&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=https://www.taylorfrancis.com/books/9781315683911&rft_dat=002860508&rft.eisbn=&rft_id=info:oai/&req.language=eng.
Baddeley, P. and Eddershaw, C. (1994) ‘How do you read that bit? Reading the conventions’, in Not-so-simple picture books: developing responses to literature with 4-12 year olds. Stoke-on-Trent: Trentham Books, pp. 5–12. Available at: https://contentstore.cla.co.uk/secure/link?id=d8469513-3945-e711-80cb-005056af4099.
Barrs, M. (2000) ‘Barrs, M. (2000) The Reader in the Writer. Reading Vol 34:2, pp 54-60. UKLA.’, Reading (formerly Reading), 34(2), pp. 54–60. Available at: https://doi.org/10.1111/1467-9345.00135.
Barrs, M. and Cork, V. (2001) ‘Five pedagogies’, in The reader in the writer: the links between the study of literature and writing development at key stage 2. London: Centre for Language in Primary Education, pp. 71–88. Available at: https://contentstore.cla.co.uk/secure/link?id=ef54300d-3945-e711-80cb-005056af4099.
Barrs, M., Cork, V., and Centre for Literacy in Primary Education (London, England) (2001) The reader in the writer: the links between the study of literature and writing development at key stage 2. London: Centre for Language in Primary Education.
Barrs, M., Thomas, A., and Centre for Literacy in Primary Education (London, England) (1991) The reading book. London: CPLE.
Bell, J. and Waters, S. (2014) Doing your research project: a guide for first-time researchers. Sixth edition. Maidenhead: Open University Press. Available at: http://UCL.eblib.com/patron/FullRecord.aspx?p=1910218.
Bromley, H. (2000a) ‘Ways into reading through game playing’, in Book-based reading games. London: Centre for Language in Primary Education, pp. 4–9. Available at: https://contentstore.cla.co.uk/secure/link?id=db469513-3945-e711-80cb-005056af4099.
Bromley, H. (2000b) ‘Ways into reading through game playing’, in Book-based reading games. London: Centre for Language in Primary Education, pp. 4–9. Available at: https://contentstore.cla.co.uk/secure/link?id=db469513-3945-e711-80cb-005056af4099.
Bromley, H. and Centre for Literacy in Primary Education (London, England) (2000) Book-based reading games. London: Centre for Language in Primary Education.
Bunting, J. et al. (2005) BookPower: literacy through literature : year 5. London: Centre for Literacy in Primary Education.
Bunting, J. et al. (2006) BookPower: literacy through literature : year 6. London: Centre for Literacy in Primary Education.
Bunting, J. et al. (2008) BookPower: literacy through literature : year 1. London: Centre for Literacy in Primary Education.
Bunting, J. (2012) ‘Introduction - Bookpower: Literacy through literature’, in BookPower: literacy through literature : year 3. London: CLPE, pp. 5–12. Available at: https://contentstore.cla.co.uk/secure/link?id=9ff5dd14-f2b8-e911-80cd-005056af4099.
Bunting, J. et al. (no date a) BookPower: literacy through literature : year 3.
Bunting, J. et al. (no date b) ‘Introduction’, in BookPower: literacy through literature : year 3, pp. 5–12. Available at: https://contentstore.cla.co.uk/secure/link?id=9335691a-3945-e711-80cb-005056af4099.
Bunting, J., Ellis, S. and Vernon, J. (2010) BookPower: literacy through literature : year 2. London: Centre for Literacy in Primary Education.
Chambers, A. (2011a) Tell me: children, reading and talk : with The reading environment. Stroud: Thimble Press.
Chambers, A. (2011b) ‘The framework of “tell me” questions’, in Tell me: children, reading and talk : with The reading environment. Stroud: Thimble Press, pp. 172–182. Available at: https://contentstore.cla.co.uk/secure/link?id=f254300d-3945-e711-80cb-005056af4099.
Christine Braid and Brian Finch (2015) ‘Ah, I know why…”: children developing understandings through engaging with a picture book’, Literacy, 49(3). Available at: https://doi.org/10.1111/lit.12057.
Cliff Hodges, G. (2016) Researching and teaching reading: developing pedagogy through critical enquiry. Milton Park, Abingdon, Oxon: Routledge. Available at: http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-10-27T16%3A15%3A52IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Researching%20and%20teaching%20reading%20developing%20pedagogy%20through%20critical%20enquiry&rft.aulast=Cliff%20Hodges&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Cliff%20Hodges,%20Gabrielle&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=9781138816541&rft.isbn=9781315746029&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=https://www.taylorfrancis.com/books/9781315746029&rft_dat=<UCL_LMS_DS>002889727</UCL_LMS_DS><url></url>&rft.eisbn=&rft_id=info:oai/&req.language=eng.
Collins, F.M. (2005) ‘“She’s sort of dragging me into the story!” Student teachers’ experiences of reading aloud in Key Stage 2 classes’, Literacy (formerly Reading), 39(1), pp. 10–17. Available at: https://doi.org/10.1111/j.1741-4350.2005.00392.x.
Commeyras, M. et al. (2003) Teachers as readers: perspectives on the importance of reading in teachers’ classrooms and lives. Newark, Del: International Reading Association.
Corcoran, B. and Evans, E. (1987) ‘Readers recreating texts’, in Readers, texts, teachers. Milton Keynes: Open University Press, pp. 22–40. Available at: https://contentstore.cla.co.uk/secure/link?id=da469513-3945-e711-80cb-005056af4099.
Cremin, T. (2015a) ‘Chapter 1: Teaching English Creatively’, in Teaching English creatively. Second edition. New York: Routledge, pp. 1–12. Available at: https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=2034018.
Cremin, T. (2015b) ‘Chapter 8: Exploring fiction texts creatively’, in Teaching English creatively. Second edition. Abingdon, Oxon: Routledge, pp. 101–115. Available at: https://ebookcentral.proquest.com/lib/UCL/detail.action?docID=2034018.
Cremin, T. (2015c) Teaching English creatively. Second edition. Abingdon, Oxon: Routledge. Available at: https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=2034018.
Cremin, T., Goouch, K. and Lambirth, A. (2005) Creativity and writing: developing voice and verve in the classroom. London: Routledge. Available at: https://doi.org/10.4324/9780203391075.
Daniel, A.K. (2012a) ‘Chapter 4: Forging the tale anew: Adapting the stoy for classroom telling’, in Storytelling across the primary curriculum. London: Routledge. Available at: https://doi.org/10.4324/9780203155370.
Daniel, A.K. (2012b) ‘Chapter 5: The craft of classroom storytelling’, in Storytelling across the primary curriculum. 1st ed. London: Routledge. Available at: https://ucl-new-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=UCL_LMS_DS21140828380004761&context=L&vid=UCL_VU2&search_scope=CSCOP_UCL&tab=local&lang=en_US.
Daniels, H. (2002) Literature circles: voice and choice in book clubs and reading groups. 2nd ed. Portland, Me: Stenhouse Publishers. Available at: http://UCL.eblib.com/patron/FullRecord.aspx?p=280893.
Dombey, H., Bearne, E., and United Kingdom Literacy Association (2010) Teaching reading: what the evidence says. Leicester: United Kingdom Literacy Association.
Dominic Wyse [et. al] (2013) ‘Chapter 3: Children’s Literature’, in Teaching English, language and literacy. 3rd ed. Milton Park, Abingdon, Oxon: Routledge, pp. 39–64. Available at: https://doi.org/https://doi.org/10.4324/9780203073520.
Dymoke, S. et al. (2015) Making Poetry Happen: Transforming the Poetry Classroom. 1st edn. London: Bloomsbury Publishing. Available at: https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1873373.
Dymoke, S., Lambirth, A. and Wilson, A. (2013) Making poetry matter: international research on poetry pedagogy. London: Bloomsbury Academic. Available at: https://www-bloomsburycollections-com.libproxy.ucl.ac.uk/book/making-poetry-matter-international-research-on-poetry-pedagogy/.
Ellis, S. and Barrs, M. (1995) ‘Involving children in poetry and shaping poetry’, in Hands on poetry: using poetry in the classroom. London: Centre for Language in Primary Education. Available at: https://contentstore.cla.co.uk/secure/link?id=f054300d-3945-e711-80cb-005056af4099.
Elton-Chalcraft, S., Hansen, A. and Twiselton, S. (2008) Doing classroom research: a step-by-step guide for student teachers. Maidenhead: Open University Press. Available at: http://UCL.eblib.com/patron/FullRecord.aspx?p=369498.
Evans, J. (2009) Talking beyond the page: reading and responding to picturebooks. London: Routledge.
Evans, J. (2015) Challenging and controversial picturebooks: creative and critical responses to visual texts. London: Routledge. Available at: https://www-taylorfrancis-com.libproxy.ucl.ac.uk/books/e/9781317631606.
Fox, C. (1993) At the very edge of the forest: the influence of literature on storytelling by children. London: Cassell.
Fox, C. and Meek, M. (1993) ‘Closing thoughts on story and education’, in At the very edge of the forest: the influence of literature on storytelling by children. London: Cassell, pp. 190–194. Available at: https://contentstore.cla.co.uk/secure/link?id=f154300d-3945-e711-80cb-005056af4099.
Gamble, N. (2013a) ‘Chapter 1: Developing personal knowledge about books’, in Exploring children’s literature: reading with pleasure and purpose. 3rd ed. Los Angeles: SAGE, pp. 1–16. Available at: https://contentstore.cla.co.uk/secure/link?id=081db0f5-29af-e711-80cb-005056af4099.
Gamble, N. (2013b) Exploring children’s literature: reading with pleasure and purpose. 3rd ed. Los Angeles: SAGE. Available at: https://read.kortext.com/reader/epub/377690?page=.
Goodwin, P. (2009) ‘Chapter 9: Developing understanding of narrative, empathy and inference through picture books’, in Talking beyond the page: reading and responding to picturebooks. London: Routledge, pp. 152–167. Available at: https://contentstore.cla.co.uk/secure/link?id=17b67886-7a11-e811-80cd-005056af4099.
Goodwin, P. (2011) The literate classroom. 3rd ed. London: Routledge. Available at: http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-10-27T16%3A06%3A00IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=The%20literate%20classroom&rft.aulast=Goodwin&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=&rft.isbn=9781315270647&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=https://www.taylorfrancis.com/books/9781315270647&rft_dat=002860471&rft.eisbn=&rft_id=info:oai/&req.language=eng.
Grainger, T., Goouch, K. and Lambirth, A. (2005) ‘Artistic Voices: Drama’, in Creativity and writing: developing voice and verve in the classroom. London: Routledge, pp. 101–119. Available at: http://www.dawsonera.com.libproxy.ucl.ac.uk/depp/reader/protected/external/AbstractView/S9780203391075.
Great Britain. Department for Education and Skills (2007) ‘Statutory framework for the early years foundation stage: setting the standards for learning, development and care for children from birth to five’. [London]: DfES. Available at: http://www.standards.dfes.gov.uk/eyfs/resources/downloads/statutory-framework.pdf.
Grugeon, E., Gardner, P., and De Montfort University. School of Education (2000) The art of storytelling for teachers and pupils: using stories to develop literacy in primary classrooms. London: David Fulton. Available at: http://dx.doi.org/10.4324/9781315068527.
Hall, K. (2003a) ‘Introduction to part three: A socio cultural perspective on reading’, in Listening to Stephen read: multiple perspectives on literacy. Buckingham: Open UP, pp. 115–124. Available at: https://contentstore.cla.co.uk/secure/link?id=f354300d-3945-e711-80cb-005056af4099.
Hall, K. (2003b) Listening to Stephen read: multiple perspectives on literacy. Buckingham: Open UP.
Hobsbaum, A., Gamble, N. and Reedy, D. (2012) Guiding Reading: A handbook for teaching guided reading at Key Stage 2. 2nd edn. London: Institute of Education Press. Available at: https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1047858.
Johnson, J.E. (2014) ‘Chapter 15: Play Provisions and Pedagogy in Curricular Approaches’, in The SAGE handbook of play and learning in early childhood. Thousand Oaks, CA: SAGE Publications, pp. 180–191. Available at: https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1712668.
‘Language and education’ (no date). Available at: https://www.tandfonline.com/loi/rlae20.
Lewis, M. (2009) ‘Chapter 10: Exploring non-fiction texts creatively’, in Teaching English creatively. London: Routledge, pp. 128–141. Available at: http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9780203867501.
Lockwood, M.J. (2008) ‘Chapter 2: Becoming a reading for pleasure school’, in Promoting reading for pleasure in the primary school. Los Angeles: SAGE, pp. 14–46. Available at: https://doi.org/10.4135/9781446214251.
Maine, F. (2015) Dialogic readers: children talking and thinking together about visual texts. Abingdon: Routledge. Available at: http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-10-27T16%3A14%3A21IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Dialogic%20readers%20:%20children%20talking%20and%20thinking%20together%20about%20visual%20texts&rft.aulast=Maine&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Maine,%20Fiona&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=&rft.isbn=9781315718217&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=https://www.taylorfrancis.com/books/9781315718217&rft_dat=<UCL_LMS_DS>002889743</UCL_LMS_DS><url></url>&rft.eisbn=&rft_id=info:oai/&req.language=eng.
Maitland, S. and Lee, A. (2012) Gossip from the forest: the tangled roots of our forests and fairytales. London: Granta.
Martin, T. (1989) The strugglers: working with children who fail to learn to read. Buckingham: Open University Press.
Martin, T. (2011) ‘Chapter 8: Readers making meaning responding to narrative’, in The literate classroom. 3rd ed. London: Routledge, pp. 37–47. Available at: http://libproxy.ucl.ac.uk/login?url=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780203834732.
McGeown, S. and United Kingdom Literacy Association (2013a) Reading motivation and engagement in the primary classroom: theory, research and practice. Leicester: United Kingdom Literacy Association. Available at: http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-10-27T20%3A38%3A44IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Reading%20motivation%20and%20engagement%20in%20the%20primary%20school%20classroom%20:%20theory,%20research%20and%20practice&rft.aulast=McGeown&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=McGeown,%20Sarah%20P.,%20author&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=&rft.isbn=9781909315907&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=nlebk&AN=1483238&site=ehost-live&scope=site&rft_dat=%3CUCL_LMS_DS%3E002890131%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng.
McGeown, S. and United Kingdom Literacy Association (2013b) Reading motivation and engagement in the primary classroom: theory, research and practice. Leicester: United Kingdom Literacy Association. Available at: http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-10-27T20%3A38%3A44IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Reading%20motivation%20and%20engagement%20in%20the%20primary%20school%20classroom%20:%20theory,%20research%20and%20practice&rft.aulast=McGeown&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=McGeown,%20Sarah%20P.,%20author&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=&rft.isbn=9781909315907&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=nlebk&AN=1483238&site=ehost-live&scope=site&rft_dat=%3CUCL_LMS_DS%3E002890131%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng.
Moss, G. (2000) ‘Raising Boys’ Attainment in Reading: some principles for intervention’, Literacy (formerly Reading), 34(3), pp. 101–106. Available at: https://doi.org/10.1111/1467-9345.00143.
Moss, G. (2007) Literacy and gender: researching texts, contexts and readers. London: Routledge.
‘National curriculum in England: English programmes of study - GOV.UK’ (11AD). Department of Education. Available at: https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmes-of-study.
Nikolajeva, M. (2013) ‘Picturebooks and Emotional Literacy’, The Reading Teacher, 67(4), pp. 249–254. Available at: https://doi.org/10.1002/trtr.1229.
O’Sullivan, O. and McGonigle, S. (2010) ‘Transforming readers: teachers and children in the Centre for Literacy in Primary Education Power of Reading project’, Literacy, 44(2), pp. 51–59. Available at: https://doi.org/10.1111/j.1741-4369.2010.00555.x.
Parkinson, R. (2011) Storytelling and imagination: beyond basic literacy 8-14. London: Routledge. Available at: https://www-taylorfrancis-com.libproxy.ucl.ac.uk/books/9781136863257.
Pearson, C. (2010) ‘Acting up or acting out? Unlocking children’s talk in literature circles’, Literacy, 44(1), pp. 3–11. Available at: https://doi.org/10.1111/j.1741-4369.2010.00543.x.
Pennac, D. and Blake, Q. (2006) The rights of the reader / Daniel Pennac ; translated by Sarah Adams ; illustrations and foreword by Quentin Blake. London: Walker Books.
Perkins, Margeret (2011) ‘Chapter 1: Making space for reading: teaching reading in the early years’, in The literate classroom. 3rd ed. London: Routledge, pp. 15–23. Available at: http://libproxy.ucl.ac.uk/login?url=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780203834732.
Perkins, M. (2011) ‘Making space for reading: teaching reading in the early years’, in The literate classroom. 3rd ed. London: Routledge, pp. 15–23. Available at: https://doi.org/10.4324/9780203834732.
Perkins, M. (2015) Becoming a teacher of reading. London: SAGE.
Promoting Reading for Pleasure in the Primary School (2008). 1 Oliver’s Yard,? 55 City Road,? London? ? EC1Y 1SP? United Kingdom? SAGE Publications Ltd. Available at: https://doi.org/10.4135/9781446214251.
Rob Parkinson (2011) ‘Thinking about story, pp 3-22. Routledge.’, in Storytelling and imagination: beyond basic literacy 8-14. London: Routledge, pp. 3–22. Available at: http://www.tandfebooks.com/doi/view/10.4324/9780203836408.
Roché, M. (2015a) ‘Chapter 1: Critical thinking and book talk’, in Developing children’s critical thinking through picturebooks: a guide for primary and early years students and teachers. London: Routledge, pp. 6–26. Available at: https://doi.org/10.4324/9781315760605.
Roché, M. (2015b) ‘Chapter 1: Critical thinking and booktalk’, in Developing children’s critical thinking through picturebooks: a guide for primary and early years students and teachers. London: Routledge, pp. 6–26. Available at: https://ucl-new-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=UCL_LMS_DS71172927920004761&context=L&vid=UCL_VU2&search_scope=CSCOP_UCL&tab=local&lang=en_US.
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