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Research bibliography

This page provides a bibliography of research documents - either produced by Catch Up®, referring to Catch Up®, of interest to Catch Up®, or referenced in the Catch Up® Literacy or Catch Up® Numeracy files.

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If you know of any other research that you think ought to be listed here, please don't hesitate to let us know.

Research that refers to Catch Up® Literacy

Research referenced in the Catch Up® Literacy file

  • Bentley, D.&Reid, D. (1995) Supporting Struggling Readers. Chester: UKRA. Effective use of 10 minute training sessions: prepared reading, follow up linked writing.
  • Bryant, P (1993) ‘Phonological Aspects of Learning to Read’. In: Beard R (ed) Teaching Literacy: balancing the perspectives. London: Hodder&Stoughton. Effectiveness of rhyming analogies.
  • Clay, M. M (1993) Reading Recovery: A Guidebook for Teachers in Training. Auckland: Heinemann. Writing ‘uncertain’ spellings rather than unknown spellings.
  • Clay, M. M. (1991) Becoming Literate: The construction of inner control. Auckland: Heinemann The reciprocal gains of reading and spelling.
  • Clipson-Boyles, S (2000) ‘The Catch Up Project: a reading intervention in Year 3 for Level 1 readers. Journal of Research in Reading, 23 (1) 78-84. Report of the original Catch Up pilot study.
  • Clipson-Boyles, S and Blandford, S (2001), ‘Multi-Level management and Literacy: Issues arising from the Catch Up Project.’ Educational Management and Administration. Vol 29, (1) 63-77. A discussion about the management issues that impact on the effectiveness of Catch Up.
  • Cummins, J. (1984) Bilingualism and Special Education: Issues in Assessment and Pedagogy. Clevedon: Multilingual Matters
  • Ehri, L. (1995) ‘Phases of Development in Learning to Read Words by Sight.’ Journal of Research in Reading. 18 (2) 116-125. Phases of development in learning to read words by sight: different types of ‘connections’ at different stages of development.
  • Galton, M, Gray, J&Ruddock, J. (1999) ‘The Impact of School Transitions and Transfers on Learner Progress and Attainment’. London: HMSO (for DfEE). Includes reference to the impact of transfer between Key Stages 1 and 2.
  • Gardiner, C. E. (1965), ‘Experimental Use of the Impress Method of Reading Habilitation’. Cooperative Reading Project, US Office of Education 003838. Neurological Impress Method: teacher reads, child follows with finger, read together, child reads alone.
  • Goodman, K. S.&Goodman, Y (1997) ‘Learning about psycholinguistic processing by analysing oral reading’. Harvard Educational Review, 47 (3), 317-332. The use of miscues to plan what the child needs to learn next.
  • Goswami, U. (1994) ‘The Role of Analogies in Reading Development.’ Support for Learning, 9 22-26. Taking a known sight word as a starting point for analogies.
  • Hallam, S. (2004) A draft synopsis of an unpublished research study. A summary of the initial findings of a research study that looks at the extent to which the different ways of delivering Catch Up impact on its effectiveness. (For further information, contact Catch Up.)
  • Huxford, L, McGonagle, R&Warren, S. (1997) ‘Which Words? Words which 4 to 6 year old children use in their writing’. Reading, 1 (3). An analysis of high frequency words: examining word lists and suggesting words which need prominent teaching at Key Stage 1.
  • Lawes, J. (2002) An unpublished evaluation report for Thetford Education Action Zone, 2002. A report that makes use of pupil test scores in evaluating the effectiveness of teaching assistants delivering Catch Up in Thetford schools. (For further information, contact Catch Up.)
  • McNaughton, S., Glynn, T.&Robinson, V.M. (1981). Parents as remedial reading tutors: Issues for home and school, New Zealand Council for Educational Research.
  • Medwell, J, (1990) ‘What do Children Think about Reading - Does it Matter?’ In Harrison&Ashworth (eds) Celebrating Literacy, Defending Literacy. Oxford: Blackwell. Poor readers’ concepts of reading: children with a negative attitude to reading made little progress.
  • Morgan, R. (1986) Helping Children Read. London: Methuen. Effectiveness of paired reading.
  • Peters, M.L.&Cripps, C. (1978). Catchwords, London: Harcourt Brace Jovanovich.
  • Stanovich, K. (1980) ‘Towards an interactive/compensatory model of individual differences in the development of reading fluency’ The Reading Research Quarterly, vol XV1, (1), 33-65. Importance of fluency: fluent readers use processing skills less and therefore are able to pay more attention to meaning and context.
  • Thomas, G. and Davies, P. (1997) ‘Special needs: objective reality or personal construction? Judging reading difficulty after the code.’ Education Research. 39, 263-270. 18.4% of eight year olds have reading difficulties which restrict their access to the National Curriculum. These children are not statemented and therefore are not entitled to extra learning support.
  • Ratio gain: Topping, K. (1987). Peer Tutored Paired Reading: Outcome Data from Ten Projects. Educational Psychology, 7(2), pp.133-145.
  • Torgesen, J.K. (2005). Recent Discoveries from Research on Remedial Interventions for Children with Dyslexia. In M. Snowling&C. Hulme, eds. The Science of Reading: A Handbook. Blackwell Handbooks of Developmental Psychology. Oxford: Blackwell.
  • Wheldall, K., Merrett, F.&Colmar, S. (1987). “Pause, Prompt and Praise” for parents and peers: effective tutoring of low progress readers. Support for Learning, 2(1), pp.5-12.
  • Wheldall, K.&Colmar, S. (1992) ‘Three P’s for the effective tutoring of low progress readers: Pause, Prompt and Praise’. In Watson, A. J.&Badonhop, A.M. (eds) Prevention of Reading Failure. Sydney: Ashton Scholastic. The use of pause/prompt/praise when the child is tackling an uncertain word.

Research referenced in the Catch Up® Numeracy file

  • Ashcraft, M. H.&Faust, M. W. (1994) Mathematics anxiety and mental arithmetic performance: An exploratory investigation. Cognition&Emotion. Vol 8(2) 97-125
  • Brooks, G. (2002). What Works for Children with Literacy Difficulties? The Effectiveness of Intervention Schemes, London: Department for Education and Skills. p17.
  • Butterworth, B. and Yeo, D. (2004) Helping dyscalculics. Dyscalculia Guidance. London: nferNelson
  • Bynner, J. and Parsons, S. (1997) It Doesn’t Get Any Better: the impact of poor basic skills on the lives of 37 year olds. The Basic Skills Agency.
  • Clipson-Boyles, S. and Blandford, S. (2001) Multi-Level Management and Literacy: Issues arising from the Catch Up Project. Educational Management and Administration. Vol 29, (1) 63-77
  • Cummins, J. (1984) Bilingualism and Special Education: Issues in Assessment and Pedagogy. Clevedon: Multilingual Matters
  • Department for Children, Education, Lifelong Learning and Skills Welsh Assembly Government (2008) Making the most of learning – Implementing the revised curriculum. Ref: AC/GM/0836
  • Department for Children, Education, Lifelong Learning and Skills Welsh Assembly Government (2008) Foundation Phase Framework for Children’s Learning for 3 to 7-year-olds in Wales. Ref: AC/CM/0825
  • Department for Children, Education, Lifelong Learning and Skills Welsh Assembly Government (2008) Mathematics in the National Curriculum for Wales. Ref: AC/GM/0815
  • DfES (1999) Framework for teaching mathematics from Reception to Year 6 [retrieved from http://www.standards.dfes.gov.uk/primary/publications/mathematics/math_framework/introduction/938913, April 2008]
  • DfES (2005) Supporting children with gaps in their mathematical understanding. Wave 3 mathematics. DfES 1165-2005 G
  • DfES (2006) PNS/learning and teaching for bilingual children in the primary years. DfES 2061-2006CDO-EN
  • DfES (2006) Primary Framework for literacy and mathematics. DfES 02011-2006BOK-EN
  • Dowker, A., Hannington, J. and Matthew, S. (2000) Numeracy Recovery: A Pilot Scheme: Early Intervention For Young Children With Numeracy Difficulties. TLRP Annual Conference
  • Dowker, A. (2005) Individual differences in arithmetic – Implications for Psychology, Neuroscience and Education. Psychology Press
  • Dowker, A. (2005) What Works for Children with Mathematical Difficulties? DfES Research Report RR554.
  • Evans, A. (2007) Evaluation of the Catch Up Numeracy Project – Interim Report on the Research and Development Stage of the Project. School of Social Sciences, Cardiff University.
  • Evans, A. (2008) Evaluation of the Catch Up Numeracy Project – Second Interim Report on the Research and Development Project. School of Social Sciences, Cardiff University.
  • Fennema, E. (1989). The Study of Affect and Mathematics: A Proposed Generic Model for Research in McLeod&Adams (eds) Affect and Mathematical Problem Solving (205-219). New York: Springer Verlag.
  • Gibbons, P. (1991) Learning to learn in a second language. Primary English Teaching Association (PETA), Newtown, Australia.
  • Hallam, S. (2004) A draft synopsis of an unpublished research study. A summary of the initial findings of a research study that looks at the extent to which the different ways of delivering Catch Up impact on its effectiveness. (For further information, contact Catch Up.)
  • Lawes, J. (2002) An unpublished evaluation report for Thetford Education Action Zone, 2002. A report that makes use of pupil test scores in evaluating the effectiveness of teaching assistants delivering Catch Up in Thetford schools. (For further information, contact Catch Up.)
  • McLeod, D. B. (1991). Research on learning and instruction in mathematics: The role of affect. Integrating research on teaching and learning mathematics, 55-82.
  • McNaughton, S., Glynn, T.&Robinson, V.M. (1981). Parents as remedial reading tutors: Issues for home and school, New Zealand Council for Educational Research
  • QCA (1999) Teaching Written Calculations. Qualifications and Curriculum Authority. www.qca.org.uk
  • Russell, R. L.&Ginsburg, H. P. (1984) Cognitive Analysis of Children’s Mathematical Difficulties. Cognition and Instruction. Vol 1(2) 217 - 244
  • Ratio gain: Topping, K. (1987). Peer Tutored Paired Reading: Outcome Data from Ten Projects. Educational Psychology, 7(2), pp.133-145.
  • Torgesen, J.K. (2005). Recent Discoveries from Research on Remedial Interventions for Children with Dyslexia. In M. Snowling&C. Hulme, eds. The Science of Reading: A Handbook. Blackwell Handbooks of Developmental Psychology. Oxford: Blackwell.
  • Wheldall, K., Merrett, F.&Colmar, S. (1987). “Pause, Prompt and Praise” for parents and peers: effective tutoring of low progress readers. Support for Learning, 2(1), pp.5-12.

test research edit

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