Background literature A selection of papers presenting the evidence base on which our research builds. Bowyer‐Crane et al. (2008) Improving Early Language and Literacy Skills Differential Effects of an Oral Language versus Phonology with Reading Intervention.pdf pdf Castles et al. (2018) Ending the Reading Wars Reading Acquisition From Novice to Expert.pdf pdf Ehri (2022) What Teachers Need to Know and Do to Teach Letter Sounds Phonemic Awareness Word.pdf pdf Hulme et al. (2012) The Causal Role of Phoneme Awareness and Letter-Sound Knowledge in Learning to Read.pdf pdf Sargiani et al. (2021) Teaching Beginners to Decode Consonant–Vowel Syllables Using Grapheme–Phoneme Subunits Facilitates Reading and Spelling as Compared With Teaching Whole-Syllable Decoding.pdf pdf Shanahan (2021) A Review of the Evidence on Tier 1 Instruction for Readers with Dyslexia.pdf pdf Solity (2022) Instructional Psychology and Teaching Reading.pdf pdf Torgesen & Torgesen (2013) Randomised Trials in Education An Introductory Handbook.pdf pdf Treiman (2018) Teaching and Learning Spelling.pdf pdf
