Becoming Literate Update available in Paperback
![Becoming Literate Update](http://img.images-bn.com/static/redesign/srcs/images/grey-box.png?v11.10.4)
- 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](http://img.images-bn.com/static/redesign/srcs/images/grey-box.png?v11.10.4)
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Overview
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
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