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Dictionary of the British English Spelling System

Brooks, Greg

1, 2015

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Disputing recent attempts to reject the evidence in favour of systematic phonics instruction

Review of Education, 2023-08, Vol.11 (2), p.n/a

Brooks, Greg

2023

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Where should phonics teaching start? ‘satpin’ and its origins, rivals and implications

British educational research journal, 2022-12, Vol.48 (6), p.1198-1215

2022

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The linguistic base of initial reading and spelling in English: a tutorial review

Education 3-13, 2021-01, Vol.49 (1), p.10-28

Brooks, Greg

2021

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Joseph Neef (1770-1854): a forgotten pioneer of applying phonetics and regularised phonic materials to the initial teaching of literacy in English

Language & History, 2021-01, Vol.64 (1), p.1-26

Brooks, Greg

2021

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Seismic Site Response Analysis for Ottawa, Canada: A Comprehensive Study Using Measurements and Numerical Simulations

Bulletin of the Seismological Society of America, 2012-10, Vol.102 (5), p.1976-1993

2012

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'What Do You Read, My Lord?' Oral and Silent Reading in Shakespeare's Plays

Changing English, 2020-01, Vol.27 (1), p.5-14

Brooks, Greg

2020

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Introduction

Histoire, épistémologie, langage : HEL, 2023-12 (45-2), p.139-159

2023

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Issues that impact on effective family literacy provision in England

International Journal about Parents in Education, 2023-11, Vol.6 (1)

2023

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Using speech-to-text technology to empower young writers with special educational needs

Research in developmental disabilities, 2023-04, Vol.135, p.104466-104466, Article 104466

2023

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Introduction

Histoire, épistémologie, langage : HEL, 2023, p.139-159

2023

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Phonics: reading policy and the evidence of effectiveness from a systematic 'tertiary' review

Research papers in education, 2019-03, Vol.34 (2), p.208-238

2019

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Conceptus elongation in ruminants： roles of progesterone, prostaglandin, interferon tau and cortisol

Journal of animal science and biotechnology, 2014-11, Vol.6 (2), p.151-162, Article 53

2014

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The Prerequisites for Successful Teaching and Learning of Literacy

European journal of education, 2013-12, Vol.48 (4), p.557-569

Brooks, Greg

2013

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'English has 100+ phonemes': some errors and confusions in contemporary commercial phonics schemes

Research papers in education, 2021-01, Vol.36 (1), p.96-126

2021

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How can children with mild literacy difficulties be supported at the transition to secondary school? A small-scale quasi-experimental study

British journal of special education, 2016-12, Vol.43 (4), p.373-393

2016

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Open Dialogue peer review: A response to Elliott

The psychology of education review (Online), 2015, Vol.39 (1), p.17-19

Brooks, Greg

2015

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“The Voices of the Pages”: Contributions to the Question of Oral Reading and Writing

Histoire, épistémologie, langage : HEL, 2023, Vol.45 (45-2), p.161-207

Balogh, József

2023

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Reading and Dyslexia in Different Orthographies. NicolaBrunswick, SinéMcDougall and Paulde Mornay Davies (Eds.) (2010) Hove and New York: Psychology Press. ISBN 978‐1‐84169‐712‐3, £35.96; 336 pp. (hardback) 978‐0‐203‐85846‐2, £39.95 (e‐book)

Literacy (Oxford, England), 2012-11, Vol.46 (3), p.167-167

Brooks, Greg

2012

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Reviews

Literacy (Oxford, England), 2012-11, Vol.46 (3), p.167

Brooks, Greg

2012

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The benefits of family literacy provision for parents in England

Journal of early childhood research : ECR, 2014-02, Vol.12 (1), p.77-91

2014

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Boosting the Reading Levels and Attitudes of Young People who have Offended: A Review of the Evidence and the Lessons Learnt from an Evaluation of TextNow

Youth justice, 2012-12, Vol.12 (3), p.184-198

2012

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How linguistically‐informed are phonics programmes?

Literacy (Oxford, England), 2019-05, Vol.53 (2), p.86-94

2019

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How do you know when to write a consonant letter double?

Dictionary of the British English Spelling System, 2015, p.109

Brooks, Greg

1, 2015

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The graphemes of written English

Dictionary of the British English Spelling System, 2015, p.253

Brooks, Greg

1, 2015

Volltextzugriff (PDF)

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Dictionary of the British English Spelling System

Disputing recent attempts to reject the evidence in favour of systematic phonics instruction

Where should phonics teaching start? ‘satpin’ and its origins, rivals and implications

The linguistic base of initial reading and spelling in English: a tutorial review

Joseph Neef (1770-1854): a forgotten pioneer of applying phonetics and regularised phonic materials to the initial teaching of literacy in English

Seismic Site Response Analysis for Ottawa, Canada: A Comprehensive Study Using Measurements and Numerical Simulations

'What Do You Read, My Lord?' Oral and Silent Reading in Shakespeare's Plays

Introduction

Issues that impact on effective family literacy provision in England

Using speech-to-text technology to empower young writers with special educational needs

Introduction

Phonics: reading policy and the evidence of effectiveness from a systematic 'tertiary' review

Conceptus elongation in ruminants： roles of progesterone, prostaglandin, interferon tau and cortisol

The Prerequisites for Successful Teaching and Learning of Literacy

'English has 100+ phonemes': some errors and confusions in contemporary commercial phonics schemes

How can children with mild literacy difficulties be supported at the transition to secondary school? A small-scale quasi-experimental study

Open Dialogue peer review: A response to Elliott

“The Voices of the Pages”: Contributions to the Question of Oral Reading and Writing

Reading and Dyslexia in Different Orthographies. NicolaBrunswick, SinéMcDougall and Paulde Mornay Davies (Eds.) (2010) Hove and New York: Psychology Press. ISBN 978‐1‐84169‐712‐3, £35.96; 336 pp. (hardback) 978‐0‐203‐85846‐2, £39.95 (e‐book)

Reviews

The benefits of family literacy provision for parents in England

Boosting the Reading Levels and Attitudes of Young People who have Offended: A Review of the Evidence and the Lessons Learnt from an Evaluation of TextNow

How linguistically‐informed are phonics programmes?

How do you know when to write a consonant letter double?

The graphemes of written English

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