HutchisonD. (2003), ‘The effect of group-level influences on pupils' progress in reading’, British Education Research Journal29 (1), 25–39.
4.
KalantzisM.CopeB.HarveyA. (2003), ‘Assessing multiliteracies and the new basics’, Assessment in Education: Principles, Policy and Practice, 10 (1), 15–26.
5.
MifsudC. L.MiltonJ.BrooksG.HutchisonD. (2000a), Literacy in Malta: The 1999 National Survey of Attainment of Year 2 Pupils, Slough:NFER; Malta: University of Malta.
6.
MifsudC. L.MiltonJ.BrooksG.HutchisonD. (2000b), Do Schools make a Difference? A Report on Using the Malta National Literacy Survey as a Basis for a ‘School Effectiveness' or ‘Value Added’ Study, Literacy Unit Monograph Series 2, Malta: University of Malta.
7.
MifsudC. L.GrechR.Dimech LlanajE. (2003), Provision for Literacy in Maltese Primary Schools, Literacy Unit Monograph Series 3, Malta: University of Malta.
8.
MifsudC. L.GrechR.HutchisonD.MorrisonJ.RuddP.HansonJ. (2004), Literacy for School Improvement: The Malta Value Added Study, Malta: Agenda.
9.
MullisI. V. S.MartinM. O.GonzalezE. J.KennedyA. M. (2003), PIRLS 2001 International Report: IEA's Study of Reading Literacy Achievement in Primary School in Thirty-five Countries, Boston MA: Boston College, International Study Center.
10.
RasbashJ.GoldsteinH.BrowneW. J.YangM.WoodhouseG. (2000), The MLwiN Command Interface, Version 1.3.
11.
RaudenbushS. W.BrykA. S. (2002), Hierarchical Linear Models, second edition, Newbury Park CA: Sage.
12.
RaudenbushS. W.WillmsJ. D. (1995), ‘The estimation of school effects’, Journal of Educational and Behavioural Statistics20, 307–35.
13.
SchagenS.HutchisonD. (2003), ‘Adding value in educational research: The marriage of data and analytical power’, British Education Research Journal29 (5), 749–66.
14.
ScirihaL. (1997), ‘One country, two languages’, in PascoeR.RonayneJ. (eds), Malta: A Siege and a Journey, Melbourne: Victoria University of Technology.
15.
StrandS. (1997), ‘Pupil progress during Key Stage 1: A value-added analysis of school effects’, British Education Research Journal23 (4), 471–87.
16.
StrandS. (1999), ‘Ethnic group, sex and economic disadvantage: Associations with pupils' educational progress from Baseline to the end of Key Stage 1’, British Education Research Journal25 (2), 179–202.
17.
StrandS. (2002), ‘Pupil mobility, attainment and progress during Key Stage 1: A study in cautious interpretation’, British Education Research Journal, 28 (1), 63–78.
18.
ThruppM. (2001), ‘Recent school effectiveness counter-critiques: Problems and possibilities’, British Education Research Journal, 27 (4), 443–57.
19.
TymmsP.MerrellC.HendersonB. (1997), ‘The first year at school: A quantitative investigation of the attainment and progress of pupils’, Educational Research and Evaluation, 3 (2), 101–18.
20.
VincentD.CrumplerM.De La MareM. (1996), Reading Progress Test 3, London: Hodder & Stoughton.
21.
VincentD.CrumplerM.De La MareM. (1997), Manual for Stage Two of the Reading Progress Tests (for use with Reading Progress Tests 3 to 6), London: Hodder & Stoughton.
22.
WillmsJ. D.RaudenbushS. W. (1989), ‘A longitudinal hierarchical linear model for estimating school effects and their stability’, Journal of Educational Measurement26, 209–32.