Becoming Literate Update

Becoming Literate Update

by Marie Clay
ISBN-10:
0325074429
ISBN-13:
9780325074429
Pub. Date:
05/28/2015
Publisher:
Heinemann
ISBN-10:
0325074429
ISBN-13:
9780325074429
Pub. Date:
05/28/2015
Publisher:
Heinemann
Becoming Literate Update

Becoming Literate Update

by Marie Clay

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Overview

From her lifelong study of children’s development and learning, Marie Clay traces children’s paths of progress in literacy learning. Acclaimed a classic since its first publication, Becoming Literate: The Construction of Inner Control is essential reading for teachers and educators committed to enabling all children to become literate.

Effective teachers have a sense of the changes to expect as children begin to engage with early literacy instruction. Becoming Literate provides a rich description of those progressions. But Marie Clay does not prescribe instructional methods or sequences. She urges teachers to base their teaching decisions on careful observation of children’s reading and writing behaviours, while questioning accounts that conflict with the patterns of responding that they observe.

The information and understandings in this book provide guidance for delivering powerful literacy learning experiences for all children in the early years of formal instruction, from their first days of school to the relative independence of their third year.

Key chapter content includes:

  • language and literacy learning before school
  • the transition to formal schooling and engagement with classroom programmes
  • ways in which existing oral language competencies and knowledge of the world become linked with children’s developing awareness of print
  • the constraints and opportunities provided by different instructional approaches
  • the development of processing activities such as self-monitoring, searching, and self-correcting.

A picture emerges of how competent young children construct self-extending systems of literacy expertise. Successful literacy learners call up a range of ways of working with the information in texts and become able to learn more from their own efforts to read and write text.

Finally, aware that some children for a variety of reasons do not construct an inner control of literacy processing in their initial encounters with formal instruction, Marie Clay argues that these children need extra resources and effective early intervention in order to build a sound foundation for further education.


Product Details

ISBN-13: 9780325074429
Publisher: Heinemann
Publication date: 05/28/2015
Edition description: Updated
Pages: 372
Product dimensions: 6.00(w) x 9.00(h) x 0.90(d)
Age Range: 5 - 7 Years

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

Introduction 1

Part 1 A Framework of Issues 5

1 A Framework of Issues 6

What is Reading?

Observing Some Aspects of Reading

This Complex Learning Begins Before School

By the End of Early Childhood

Longitudinal Research on Change Over Time

The Prevention of Reading Failure

Of Theories About Reading

Theories Usually Ignore the Effects of Instruction

The Need to Look More Closely and Think More Clearly

Transitions and Transforms lions: An Alternate View

Short and Long Transitions

In Summary

Part 2 Transitions and Translations 25

2 Literacy Before Schooling 26

Learning How to Learn Language

Learning to Communicate

Gaining Access to Meaning

Adding Value

Emerging Literacy

Learning About Books

Learning About Reading

Studying What Preschoolers Understand About Print

Preparing for Success in the School's Literacy Programme

Problems the Child Might Take to School

Preschoolers are Different One from Another

In Summary

3 School Entry - A Transition 45

Life's Balance Sheet Thus Far

Individuality and Change

Change, Continuity and Individuality

Adjustment to School Entry

Tuning In to Individual Differences

Children are Active Constructors of Their Own Learning

Changes in Ways of Learning

Where is that Zone of Proximal Development?

Teaching as Interaction

When the Programme Goes to the Child

When the Child Has to Meet the Programme's Demands

Entry to School - Many Transitions

4 Oral Language Support for Early Literacy 69

Adults Provide the Language Model

Some Changes That Occur

Observing Language

Language Used in Early Reading Books

Talking Like a Book

Hearing Sounds in Words

Invented Spelling

Language Handicaps

In Summary

5 Introducing Children to Print at School 91

Before School Booksharing Print Awareness

Emergent Reading and Writing in the First Year at School

Fostering Attention to Print

Programmes for Action…

…And Networks of Information

Observing Early Message Writing

Thoughts in Writing

How Writing Contributes to Early Reading Progress

First Steps in Classroom Writing

In Summary

6 Attention and the Twin Puzzles of Text Reading: Serial Order and Hierarchical Order 113

Serial Order Does Have to be Learned

Directional Learning

Awareness of Left and Right Sides

Orientation to the Open Book

Observing Directional Behaviour

Examples of Directional Learning

There are Different Reasons for Difficulties

Helping Children Change Their Directional Responses

Locating Words While Using the Directional Schema

Two or More Lines

Collections of Letters Make up Words

Theory About Serial Order

In Summary

7 Attention to Concepts About Print 141

The Individual Child's Attention in Small Group

Instruction Each Book has its Particular Difficulties

Finding Out What Children Know

Observing Control Over Print With CAP

What Does CAP Capture?

Changes for Other Cultures and Languages

Reliable Observations of Change

Designing CAP for Visually Impaired Children

What Theory Does CAP Support?

In Summary

Part 3 Interacting with Beginning Reading Books 155

8 Problem-solving Using Information of More Than One Kind 156

The Challenge of Serial Order

An Action System Which Allows for Decision-making

Page-matching

Line-matching

Effects of Layout

Word and Letter Concepts

Locating Specific Words

Reading the Spaces: A Sign of Progress

Word by Word Reading and Pointing

During Transitions

Search, Check and Error Correction

The Finger Signals Error

The Eye Signals Error

What is Progress?

What are the Signs of Progress?

Strategies that Draw on Stored Information

Controlling Sequences of Responses

Is Pointing Good or Bad?

In Summary

9 Choosing Texts: Contrived Texts, Story Book Texts and Transitional Texts 176

Many Kinds of Text

Choice of Texts

Many Kinds of Programmes

Text Characteristics Influence the Child's Expectations

Three Challenging Ideas

Three Major Text Types

Teaching with Transition or Story Book Texts

A Gradient of Difficulty in Texts

In Summary

10 Progress on the First Reading Books 203

On Entry to School

The Shape of Progress

A Study of the Spread of Achievement in the Third Year of School

Follow-up of New Entrants in this Third Year

The Amount of Reading Done

Organizing for Prevention

Recording Reading Behaviour

A Cumulative Record

A Cumulative Record Including Accuracy

The Quality of Teacher Judgement

Individual and Group Instruction

Questions of Classroom Grouping

Progress on the First Books

What is the Child Learning?

Planning for Maximum Success in Early Literacy

Part 4 The Deep Structure of Success: Reading Strategies 231

11 Behaviours Signal a Developing Inner Control 232

Sensitive Observation While Teaching

Signs of a Developing Inner Control

Expect Different Reading Behaviours in Different

Programmes A Little Evidence

Checking on the Effects of Programmes

Observing Behaviours in a Story Book Programme

Towards the End of the Acquisition Stage

Signs of Independent Reading Work

In Summary: Signs of an Inner Control

12 Visual Perception Strategies: One Kind of Inner Control 258

The Importance of Visual Analysis

Perceptual Learning and Reading Acquisition

Visual Analysis of Continuous Text…

…And Focussing in on the Features of Print

Sources of Information: Direction

Sources of Information: Orientation is Important

Sources of Information: Letters and Categories of Letters

Sources of Information: Analogy Using Clusters of Letters

Sources of Information: Coding a Sign in Several Ways

Sources of Information: The Perceptual Span

To Check on What Children See

Facilitating the Visual Perception of Print

In Summary: Learning How to Access Visual

Sources of Information While Reading for Meaning With

Divided Attention

13 The Development of Processing Strategies 288

Independent Reading Requires Strategic Control Word Attack is Not Enough

Attending to Many Sources of Information

Having Opportunities for Independent Solving

Reconsidering a Response

After Two Years of Instruction

Acquisition Means Continuous Change in Reading Processes

The Importance of Strategic Control in Reading Acquisition

14 Extending the Inner Control 317

The Formative Period

Understanding Reading Processes

Existing Self-improving or Self-extending Systems

A Literacy Learning System

Active Processing: The Power of Strategies

Strategies Which Maintain Fluency

Strategies Which Detect and Correct Error

Strategies for Problem-solving New Words

Is the Child Attending to the Processing?

The Reader Constructs the Strategic Control

References 346

Additional References 358

Index 359

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