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Graham, S. and Santos, D. (2020) Becoming a good teacher of listening. In: Griffiths, C. and Tajeddin, Z. (eds.) Lessons from Good Language Teachers. Cambridge University Press.

Graham, S., Fisher, L., Hofweber, J. and Krüsemann, H. (2020) Getting creative in the languages classroom. In: Kohl, K., Dudrah, R., Gosler, A., Graham, S., Maiden, M., Ouyang, W.-c. and Reynolds, M. (eds.) Creative Multilingualism: A Manifesto. Open Book Publisher, pp. 151-176. ISBN 9781783749294 doi: https://doi.org/10.11647/obp.0206.07

Graham, S., Woore, R., Porter, A., Courtney, L. and Savory, C. (2020) Navigating the challenges of L2 reading: self-efficacy, self-regulatory reading strategies and learner profiles. Modern Language Journal, 104 (4). pp. 693-714. ISSN 1540-4781 doi: https://doi.org/10.1111/modl.12670

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Perumal, R., Flynn, N., Mitchell Viesca, K., Ennser-Kananen, H. and Routarinne, S. (2020) What is effective pedagogy for multilingual learners? Observations of teaching that challenges inequity. The OPETAN project in England. In: Kirsch, C. and Duarte, J. (eds.) Multilingual Approaches for Teaching and Learning. From Acknowledging to Capitalising on Multilingualism in European Mainstream Education. Routledge Research in Languages Education. Routledge, pp. 52-72. ISBN 9780367181352

Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 and Atkinson, L. (2020) Unraveling the links between rapid automatized naming (RAN), phonological awareness, and reading. Journal of Educational Psychology. ISSN 0022-0663 doi: https://doi.org/10.1037/edu0000625

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Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 (2020) ELF interactions in English-medium engineering classrooms. ELT Journal, 74 (4). pp. 418-427. ISSN 1477-4526 doi: https://doi.org/10.1093/elt/ccaa033

Speed, H. (2020) What is the effect of contextualised grammar teaching using Functional Linguistics strategies on the understanding of Year 9 learners in writing tasks? PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00097046

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

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Trakulphadetkrai, N. V., Courtney, L., Clenton, J., Treffers-Daller, J. and Tsakalaki, A. (2020) The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as additional language (EAL): an exploratory study. International Journal of Bilingual Education and Bilingualism, 23 (4). pp. 463-487. ISSN 1367-0050 doi: https://doi.org/10.1080/13670050.2017.1373742

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Visram, Z. (2020) A pluralistic approach to multicultural group work. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00097048

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Zhang, P. and Graham, S. (2020) Learning vocabulary through listening: the role of vocabulary knowledge and listening proficiency. Language Learning, 70 (4). pp. 1017-1053. ISSN 0023-8333 doi: https://doi.org/10.1111/lang.12411

Zhang, P. and Graham, S. (2020) Vocabulary learning through listening: which words are easier or more difficult to learn and why? In: Clenton, J. and Paul, B. (eds.) Vocabulary and the four skills. Routledge. ISBN 9780367249977

Zhang, P. and Graham, S. (2020) Vocabulary learning through listening: comparing L2 explanations, teacher codeswitching, contrastive focus-on form and incidental learning. Language Teaching Research, 24 (6). pp. 765-784. ISSN 1477-0954 doi: https://doi.org/10.1177/1362168819829022