Looked After Children

• Fraser, A., Barratt, G., Beverley, J. & Lawes, J. (2008). Compass/Catch Up. Literacy Intervention for LAC (October 2005 – October 2006, also including ‘Compass Summary, Spring 2008).
• Holmes, W. (2009). Catch Up Literacy for children in care. Literacy Today, 60, 9-10
• Worsley, J. & Beverley, J. (2008). Norfolk Virtual School. Catch Up pilot for Looked After Children 2007-8
• 'Reading remedy', article in Special Children magazine (issue 190, August/September 2009)

Catch Up Digital Games

• Holmes, W. (2008). Evaluating the use of the Catch Up CD ROM 2 in a home environment. MSc dissertation, University of Oxford
   

Catch Up Literacy

• Catch Up (2008). Catch Up in Secondary Schools
• Data submitted to Brooks, G. (2007)

• Bentley, D. and Reid, D. (1995). Supporting Struggling Readers. Widnes: UKRA.
• Catch Up (2003). The Catch Up Programme and CD ROM Independent assessments
• 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.
• Clipson-Boyles, S. and Blandford, S. (2001). Multi-Level Management and Literacy: Issues arising from the Catch Up Project. Educational Management and Administration. 29 (1) 63-77

• Brooks, G. (2002) What works for Children with Literacy Difficulties? The effectiveness of intervention schemes. DfES Research Report RR380
  
• Brooks, G. (2007) What works for Children with Literacy Difficulties? The effectiveness of intervention schemes. Third edition. DCSF ref: 00688-2007BKT-EN
• Dowker, A. (2009) What Works for Children with Mathematical Difficulties? The effectiveness of intervention schemes. DCSF Ref: 00086-2009BKT-EN
• Evans, A. (2007) Evaluation of the Catch Up Numeracy Project. Interim Report on the Research and Development Project. A Report for Catch Up.
• Evans, A. (2008) Evaluation of the Catch Up Numeracy Project. Second Interim Report on the Research and Development Project. A Report for Catch Up.
• Rose, J. (2006). Independent review of the teaching of early reading (No. 0201-2006DOC-EN). DfES.
• Rose, J. (2009). Independent Review of the Primary Curriculum: Final Report (No. 00499-2009DOM-EN). DCSF. NB THIS IS A LARGE FILE WHICH WILL TAKE TIME TO DOWNLOAD
• Williams, P. (2008) Independent Review of Mathematics Teaching in Early Years Settings and Primary Schools. DCSF ref: 00433-2008BKT-EN

• Dowker, A. (2004) What Works for Children with Mathematical Difficulties. DfES Research Report RR554.
• Thomas, G. and Davies, P. (1997). ‘Special needs: objective reality or personal construction? Judging reading difficulty after the code.’ Education Research. 39, 263-270.
• House of Commons Public Accounts Committee (2009) Mathematics performance in primary schools: getting the best results. Twenty-third Report of Session 2008–09.

• 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.
• 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.
• 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.
• 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.
• 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.

• Ashcraft, M. H. & Faust, M. W. (1994) Mathematics anxiety and mental arithmetic performance: An exploratory investigation. Cognition & Emotion. Vol 8(2) 97-125
• 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. (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.
• Dowker, A., Hannington, J. and Matthew, S. (2000) Numeracy Recovery: A Pilot Scheme: Early Intervention For Young Children With Numeracy Difficulties. TLRP Annual Conference
• 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.
• 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.
• 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