Daffern, T., & Mackenzie, N. M. (Eds) (Invited: In preparation). Teaching writing: Effective approaches for the middle years. Allen & Unwin
Daffern, T. (2018). Editorial skills: Spelling. In N.M Mackenzie., & J. Scull (Eds), Understanding and supporting young writers from birth to 8 (pp. 116-136). Oxfordshire: Routledge.
Daffern, T., (2018). Spelling assessment, learning, and instruction in VET. In E. Winther (Eds), The International Handbook of Education for the Changing World of Work: Measuring learning and instructional performance in VET (section 7). Springer.
Daffern, T., & Ramful, A. (Submitted). Measurement of spelling ability: Construction and validation of a phonological, orthographic and morphological pseudo-word instrument. Journal of Psychoeducational Assessment.
Daffern, T., & Mackenzie, N (Submitted). Perils of learning and teaching spelling: Insights from eight Australian students and their teachers. The Australian Educational Researcher
Daffern, T. & Critten, S. (Submitted). Student and teacher perspectives on spelling. Australian Journal of Language and Literacy
Daffern, T. (2018). Innovative linguistic inquiries in the primary classroom. Practical Literacy: The Early and Primary Years, 23(1), 10-13
Daffern, T. (2017). Linguistic skills involved in learning to spell: An Australian study. Language and Education, 31(1), 307-329. DOI: 10.1080/09500782.2017.1296855
Daffern, T., Mackenzie, N. M. & Hemmings, B. (2017). Testing spelling: How does a dictation method measure up to a proofreading and editing format? Australian Journal of Language and Literacy, 40(1), 28-45
Daffern, T., Mackenzie, N. M, & Hemmings, B. (2017). Predictors of writing success: How important are spelling, grammar and punctuation? The Australian Journal of Education, 61(1), 75-87. DOI: 10.1177/0004944116685319
Daffern, T. (2016). What happens when a teacher uses metalanguage to teach spelling? The Reading Teacher, 70(4), 423-434 DOI: 10.1002/trtr.1528
Daffern, T. (2016). An examination of spelling acquisition in the middle and upper primary school years [doctoral thesis]. Albury-Wodonga, NSW. Charles Sturt University. http://researchoutput.csu.edu.au/webclient/DeliveryManager?pid=84773&custom_att_2=direct
Daffern, T. (2015). Helping students become linguistic inquirers: A focus on spelling. Literacy Learning: The Middle Years, 23(1), 33-39.
Daffern, T. & Mackenzie, N (2015). Building strong writers: Creating a balance between the authorial and secretarial elements of writing. Literacy Learning: The Middle Years, 23(1), 23-32.
Daffern, T., Mackenzie, N., & Hemmings, B. (2015). The development of a spelling assessment tool informed by Triple Word Form Theory. Australian Journal of Language and Literacy, 38(2), 72-82.
Daffern, T. (2016). The Components of Spelling Test (CoST): Real-word Version. A normed measure of lexical standard English spelling. DOI: 10.13140/RG.2.2.17300.09600
Daffern, T. (2014). A report on the Components of Spelling Test: A pilot study. Paper submitted to participating schools, the ACT Directorate and the Catholic Education Office, Archdiocese of Canberra & Goulburn.