Synopses & Reviews
When early literacy interventions work with young, low-achieving children, just why they work is often poorly understood. With
Change Over Time, you can join Marie Clay as she takes a step back from the concepts of reading failure, disability, and dyslexia, and considers a new way to view literacy learning difficulties.
You begin by asking questions about the changes that occur in the cognitive processes of proficient children as they learn to read. You call what they do "constructive" and discover how you can interact daily with low-achieving children so that they too conduct literacy tasks constructively and independently. Then you consider some provocative alternatives: How do you describe children's progress? Do you check book levels off a list? Do you count the letters, the sounds, the correct spellings? Or is there another option? What if you give prime attention to processing - how the brain works with the text to get the message? Are the children shifting from simple processing to more complex ways of working? Are they initiating more independent problem solving on harder texts and getting better at it day after day?
Review
I live in a perpetual state of inquiry, finding new questions to ask, then moving on.Marie M. Clay
Synopsis
This thoughtful and challenging book allows people working in early intervention to draw on the success of others from around the world.
Synopsis
When early literacy interventions work with young, low-achieving children, just why they work is often poorly understood. With
About the Author
Marie Clay, FRSNZ, FNZPsS, FNZEI(Hon),Emeritus Professor, taught in primary schools and then at the University of Auckland where, for the next 30 years she introduced educational psychologists to ways of preventing psychological problems. She did post-graduate study in Developmental Psychology at the University of Minnesota on a Fulbright Scholarship and completed her doctorate at the University of Auckland with a thesis entitled "Emergent Literacy." Her 'Reading (and writing) Recovery' is an early literacy intervention, which is now implemented in five countries, and three languages. Literacy Lessons Designed For Individuals integrates what has been learned from that innovation with new research and theoretical advocacies. Shifts in early literacy learning can be monitored by teachers using her Observation Survey of Early Literacy Achievement in English, Spanish and French. A series of individual lessons can be delivered in those languages to about 150,000 children worldwide annually using a guidebook called Reading Recovery: Guidelines for Teachers in Training. Literacy Lessons Designed for Individuals is a similar guidebook which aims to make accelerated progress possible for a wider range of problems. Marie Clay was past-President of the International Reading Association, served on the editorial committees of professional journals, was a research consultant at home and abroad including UNESCO, chaired a Social Science Research Committee advising government on policies and research allocations, and worked internationally with problem-solving related to early intervention research and practice.
Table of Contents
Extra Power from Writing in Early Literacy Interventions
Acts of Literacy Processing: An Unusual Lens
Assembling Working Systems: How Young Children Begin to Read and Write Texts
Adjusting the Visual Working System for Literacy: Learning to Look at Print
Self-Correction in Text Reading: Research and Theory
Lessons in Becoming Constructive and the Link with Prevention
Planning Research for Early Literacy Interventions
Change Over Time in Children's Literacy Development