Article

Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407, Stainthorp, R. and Stuart, M. (2021) Training teachers for phonics and early reading: developing research-informed practice. Journal of Research in Reading, 44 (2). pp. 301-318. ISSN 1467-9817 doi: https://doi.org/10.1111/1467-9817.12336

Stainthorp, R. (2021) How psychology helps us to understand word reading. Education 3-13, 49 (1). pp. 29-40. ISSN 0300-4279 doi: https://doi.org/10.1080/03004279.2020.1824700

Stainthorp, R. (2020) A national intervention in teaching phonics: a case study from England. The Educational and Developmental Psychologist, 37 (2). pp. 114-122. ISSN 2059-0776 doi: https://doi.org/10.1017/edp.2020.14

Hsuan, C.-H., Tsai, H. J. and Stainthorp, R. (2018) The role of phonological and orthographic awareness in learning to read among Grade 1 and 2 students in Taiwan. Applied Psycholinguistics, 39 (1). pp. 117-143. ISSN 1469-1817 doi: https://doi.org/10.1017/S0142716417000194

Stuart, M. and Stainthorp, R. (2016) Supporting teachers in the teaching of reading, or what every teacher should know. Patoss Bulletin, 29 (1). ISSN 1476-1521

Stainthorp, R. (2014) Dyslexia and remediation/education: where next? Current developmental disorders reports, 1 (4). pp. 260-266. ISSN 2196-2987 doi: https://doi.org/10.1007/s40474-014-0029-z

Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407, Stainthorp, R. and Stuart, M. (2014) Deficits in orthographic knowledge in children poor at rapid automatized naming (RAN) tasks? Scientific Studies of Reading, 18 (3). pp. 192-207. ISSN 1088-8438 doi: https://doi.org/10.1080/10888438.2013.862249

Stainthorp, R., Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 and Stuart, M. (2013) The relationship between rapid naming and word spelling in English. Journal of Research in Reading, 36 (4). pp. 371-388. ISSN 1467-9817 doi: https://doi.org/10.1111/jrir.12002

Babayigit, S. and Stainthorp, R. (2013) Correlates of early reading comprehension skills: a componential analysis. Educational Psychology, 34 (2). pp. 185-207. ISSN 0144-3410 doi: https://doi.org/10.1080/01443410.2013.785045

Babayigit, S. and Stainthorp, R. (2011) Modeling the relationships between cognitive–linguistic skills and literacy skills: new insights from a transparent orthography. Journal of Educational Psychology, 103 (1). pp. 169-189. ISSN 0022-0663 doi: https://doi.org/10.1037/a0021671

Stainthorp, R. W., Stuart, M., Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407, Quinlan, P. and Garwood, H. (2010) Visual processing deficits in children with slow RAN performance. Scientific Studies of Reading, 14 (3). pp. 266-292. ISSN 1088-8438 doi: https://doi.org/10.1080/10888431003724070

Babayiğit, S. and Stainthorp, R. W. (2010) Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study. Reading and writing: an interdisciplinary journal, 23 (5). pp. 539-568. ISSN 0922-4777 doi: https://doi.org/10.1007/s11145-009-9173-y

Constantinidou, M. and Stainthorp, R. W. (2009) Phonological awareness and reading speed deficits in reading disabled Greek-speaking children. Educational Psychology, 29 (2). pp. 171-186. ISSN 0144-3410 doi: https://doi.org/10.1080/01443410802613483

Stainthorp, R. (2009) Reviewing the primary curriculum in England: the Rose and the Cambridge Reviews. Learning Difficulties Australia Bulletin, 41 (2). pp. 9-10.

Stainthorp, R. W. and Rauf, N. (2009) An investigation of the influence of the transcription skills of handwriting and spelling on the quality of text writing by girls and boys in Key Stage 2. Handwriting Today, 8. pp. 8-13. ISSN 1744-036X

Tennent, W., Stainthorp, R. and Stuart, M. (2008) Assessing reading at Key Stage 2: SATs as measures of children's inferential abilities. British Educational Research Journal, 34 (4). pp. 431-446. ISSN 0141-1926 doi: https://doi.org/10.1080/01411920701532251

Stuart, M., Stainthorp, R. and Snowling, M. (2008) Literacy as a complex activity: deconstructing the simple view of reading. Literacy, 42 (2). pp. 59-66. doi: https://doi.org/10.1111/j.1741-4369.2008.00490.x

Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407, Stainthorp, R., Stuart, M., Garwood, H. and Quinlan, P. (2008) The relationship between phonological awareness, phonological memory, Rapid Automatized Naming (RAN) and reading in monolingual and bilingual English children. International Journal of Psychology, 43 (3-4). p. 18. ISSN 0020-7594 doi: https://doi.org/10.1080/00207594.2008.10108483

Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407, Stainthorp, R., Stuart, M., Garwood, H. and Quinlan, P. (2007) An experimental comparison between rival theories of rapid automatized naming performance and its relationship to reading. Journal of Experimental Child Psychology, 98 (1). pp. 46-68. ISSN 0022-0965 doi: https://doi.org/10.1016/j.jecp.2007.04.003

Babayigit, S. and Stainthorp, R. (2007) Preliterate phonological awareness and early literacy skills in Turkish. Journal of Research in Reading, 30 (4). pp. 394-413. ISSN 0141-0423 doi: https://doi.org/10.1111/j.1467-9817.2007.00350.x

Stainthorp, R., Stuart, M. , Garwood, H., Powell, D. and Quinlan, P. (2007) An experimental comparison between rival theories of rapid automatized naming performance and its relationship to reading. Journal of Experimental Child Psychology, 98 (1). pp. 46-68. ISSN 0022-0965 doi: https://doi.org/10.1016/j.jecp.2007.04.003

Blackford, E. and Stainthorp, R. (2007) The interpretation of Kodaly's philosophy of music education by teachers working in England and Scotland. Bulletin of the International Kodaly Society, 32. pp. 30-38.

Mishra, R. and Stainthorp, R. (2007) The relationship between phonological awareness and word reading accuracy in Oriya and English: A Study of Oriya-speaking fifth-graders. Journal of Research in Reading, 30 (1). pp. 23-27. doi: https://doi.org/10.1111/j.1467-9817.2006.00326.x

Stainthorp, R. (2006) Open dialogue peer review: a response to Stuart. The Psychology of Education Review, 30 (2). pp. 35-37.

Stainthorp, R. (2004) W(h)ither phonological awareness? Literate trainee teachers’ lack of stable knowledge about the sound structure of words. Educational Psychology, 24 (6). pp. 753-766. ISSN 0144-3410 doi: https://doi.org/10.1080/0144341042000271728

Stainthorp, R. and Hughes, D. (2004) What happens to precocious readers’ performance by the age of 11 years? Journal of Research in Reading, 27 (4). pp. 357-372. ISSN 1467-9817 doi: https://doi.org/10.1111/j.1467-9817.2004.00239.x

Stainthorp, R. and Hughes, D. (2004) An illustrative case study of precocious reading ability. Gifted Child Quarterly, 48 (2). pp. 107-120. ISSN 0016-9862 doi: https://doi.org/10.1177/001698620404800204

Stainthorp, R. and Hughes, D. (2000) Family literacy activities in the homes of successful young readers. Journal of Research in Reading, 23 (1). pp. 41-54. ISSN 1467-9817 doi: https://doi.org/10.1111/1467-9817.00101

Stainthorp, R. and Hughes, D. (1998) Phonological sensitivity and reading: evidence from precocious readers. Journal of Research in Reading, 21 (1). pp. 53-68. ISSN 0141-0423 doi: https://doi.org/10.1111/1467-9817.00042

Book or Report Section

Stainthorp, R. (2019) Spelling: from words in the head to words on the page. In: Murphy, J. and Bennett, T. (eds.) The Research ED Guide to Literacy. John Catt Educational Ltd, Woodbridge, pp. 77-92. ISBN 9781912906420

Stainthorp, R. (2016) The structure of literacy teaching: a case study from England. In: Cook, V. and Ryan, D. (eds.) The Routledge Handbook of the English Writing System. Routledge, London, pp. 235-257. ISBN 9780415715973

Tsuij, H. and Stainthorp, R. (2008) An investigation of maternal communication styles during conversations with young children: Drawing on an analysis of the expression of communicative intentions in Japanese dyads. In: Ogura, T. (ed.) Studies in Language Sciences. Kurosio Publishers, Tokyo, pp. 95-111.

Stainthorp, R. (2006) A rose is a rows: a celebration of the importance of accurate word reading to ensure understanding of texts. In: Lewis, M. and Ellis, S. (eds.) Phonics: practice research and policies. SAGE (formerly Paul Chapman Publishing), London, pp. 116-118. ISBN 9781412930857

Stainthorp, R. (2003) Phonology and learning to read. In: Hall, N., Larson, J. and Marsh, J. (eds.) Handbook of early childhood literacy. Sage, London, pp. 209-221. ISBN 9780761974376

Report

Stuart, M. and Stainthorp, R., (2006) The searchlights model-the case for change. Appendix I in Independent review of the teaching of Early Reading (The Rose Review). UNSPECIFIED

Book

Stuart, M. and Stainthorp, R. (2016) Reading development and teaching. Sage, pp240. ISBN 9781446249031

Stainthorp, R., Barnett, A., Henderson, S. and Scheib, B. (2006) Handwriting, policy and practice in primary schools. Issues in practice. University of London, Institute of Education, London, pp20. ISBN 9780854737284

Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910 and Stainthorp, R. (2006) The learning and teaching of reading and writing. WileyBlackwell, Chichester. ISBN 9780470019399

Stainthorp, R. and Hughes, D. (1999) Learning from children who read at an early age. Routledge, pp177. ISBN 9780415174954