Reading to Learn Maths: A teacher professional development project in Stockholm.
Lövstedt, A‐C & D Rose. 2015.
A report on a research project using R2L maths strategies, showing significant growth in numeracy

Genre, knowledge and pedagogy in the ‘Sydney School’. Rose, D. in press.
A discussion of genre theory and pedagogy for an international audience.
In N Artemeva (Ed.) Trends and Tradition in Genre Studies Ottawa: Inkwell

Myth making and meaning making: the school and Aboriginal children. Rose, D. 2015.
A discussion of the problems of Indigenous children in school and solutions through reading.
In M Hamilton, R Heydon, K Hibbert & R Stooke [eds.] Multimodality and Governmentality: Negotiating Spaces in Literacy Education. London: Continuum, 167‐184

Building successful identities with evidence‐based practice: A commentary across the Pacific. Rose, D. 2014.
A commentary on evidence based practice in Indigenous education in North America and Australia.
In P McCardle & V Berninger [Eds.] Narrowing the Achievement Gap for Native American Students: Paying the educational debt. New York: Routledge, 132‐150

Genre in the Sydney School. Rose, D. 2011.
A history of genre pedagogy for an international audience
In J Gee & M Handford [Eds.] The Routledge Handbook of Discourse Analysis. London:Routledge, 209‐225

Beating educational inequality with an integrated reading pedagogy. Rose, D. 2011.
Why we need to teach all children to read in school and how to do it
In F. Christie and A. Simpson (eds.) Literacy and Social Responsibility: Multiple Perspectives. London: Equinox, 101‐115

Will the implementation of Reading to Learn in Stockholm schools accelerate literacy learning for disadvantaged students and close the achievement gap? A Report on School based Action Research. Acevedo, C. 2010.
A report on an R2L action research project in Stockholm
Multilingual Research Institute, Stockholm Education Administration

Interacting with Text: the Role of Dialogue in Learning to Read and Write. Martin, J. R. & Rose, D. 2007.
Analyses teacher/students interactions in R2L pedagogy, designed to engage and extend all studentsForeign Languages in China. 4 (5): 66‐80

Reading (and writing) to learn in the middle years of schooling. Acevedo, C. & Rose, D. 2007.
An outline of R2L the context of the CEOM Middle Years Literacy Project
Pen 157, Primary English Teaching Association

Literacy and equality. Rose, D. 2006.
Why we need to teach all children to read in school and how to do it
A. Simpson (ed.) Proceedings of Future Directions in Literacy Conference. University of Sydney 2006, 188‐203

Closing the Gap and Accelerating Learning in the Middle Years of Schooling. Rose, D. & Acevedo, C. 2006.
Report on the teacher professional learning program in the Catholic Education Office MelbourneAustralian Journal of Language and Literacy. 14(2), 32‐45

Sequencing and Pacing of the Hidden Curriculum: how Indigenous children are left out of the chain. Rose, D. 2004.
Analyses the causes of educational failure for Indigenous students, and how to overcome it
In J. Muller, A. Morais & B. Davies [Eds.] Reading Bernstein, Researching Bernstein. London: RoutledgeFalmer, 91‐107

Scaffolding Reading and Writing for Indigenous Children in School. Rose, D., Gray, B. & Cowey, W. 1999.
Report on the first stages of the initial action research project that led to R2L
In P. Wignell [Ed.] Double Power: English literacy and Indigenous education. Melbourne: National Language & Literacy Institute of Australia (NLLIA), 23‐60

Books

Genre Relations: Mapping Culture

This book provides an introduction to genre analysis from the perspective of the ‘Sydney School’ of functional linguistics.

Chapter 1 introduces our general orientation to genre from the perspective of system and structure, and places genre within our general model of language and social context. Chapters 2-5 deal with five major families of genres (stories, histories, reports, explanations and procedures), introducing a range of descriptive tools and theoretical developments along the way. Finally in Chapter 6 we deal with a range of issues arising for genre analysis in a model of this kind.

The book has been written for a readership of functional linguists, discourse analysts and educational linguists, including their post-graduate and advanced undergraduate students.