Shortcuts
Top of page (Alt+0)
Page content (Alt+9)
Page menu (Alt+8)
Your browser does not support javascript, some WebOpac functionallity will not be available.
.
Default
.
PageMenu
-
Main Menu
-
Member Services
.
Purchase Suggestion
.
New Items List
.
Artwork Collection
.
Women Collection
.
LGBTIQA+ Collection
.
Picture Books
.
Prof. Stephen Dinham Collection
.
Search Menu
Simple Search
.
Advanced Search
.
Refine Search
.
Journals
.
New Items Menu
Education Journal - Search
.
Education Journal - Issues
.
Hot Topics Guides
.
Borrowing and Postal Services
.
Bottom Menu
Select Catalogue
.
Staff Login
.
© LIBERO v6.4.1sp240211
Page content
You are here
:
Catalogue Display
Catalogue Display
Change over time in children's literacy development / Marie M. Clay.
.
Google Books
.
Browse Shelf
Catalogue Record 17590
.
Item Information
Catalogue Record 17590
.
Catalogue Information
Catalogue Record 17590
.
Reviews
Catalogue Record 17590
.
Item Information
Barcode
Shelf Location
Collection
Volume Ref.
Status
Due Date
Res.
TF1233260
372.6 CLA
Loan
.
Available
.
Select this item
Reserve Title
Catalogue Record 17590
.
Catalogue Record 17590 ItemInfo
Beginning of record
.
Catalogue Record 17590 ItemInfo
Top of page
.
Catalogue Information
Field name
Details
Record Number
17590
ISBN
9780325074481
Location
372.6 CLA
Author
Clay, Marie M.
Title
Change over time in children's literacy development / Marie M. Clay. [BOOK]
Published
Portsmouth, NH : Heinemann, 2015.
Collation
328 p. : ill. ; 24 cm.
Content types
text
Carrier type
volume
Bibliography Note
Includes bibliographical references (p. 311-323) and indexes.
Contents Note
Machine derived contents note: Narrowing the book's scope Provocative alternatives Selecting a way forward Dedication 1.Extra power from writing in early literacy interventions Introduction Preschool writing Writing in the first year of school The constructive writer A second chance to learn about early writing How does early writing influence early reading? Becoming aware of the construction of sentences Conclusions References 2.Acts of literacy processing: an unusual lens Two views of change over time A record of acts A record of progress Successful readers at about eight years and one study of older readers Early reading and writing: starting school and early progress Connecting up some aspects of written language: proficient readers after several months at school Proficient readers in the second year of instruction Turning `an unusual lens' on low achievers Changes in literacy processing over time Contents note continued: References 3.Assembling working systems: how young children begin to read and write texts First, some assumptions From acts of processing A brief review of two existing theories Literacy awareness and orienting to print: formative origins of later working systems Processing activities and processing changes There are many things we have yet to find out Conclusion 4.Adjusting the visual working system for literacy: learning to look at print How to look at a code and what to look for One letter may signal several things Evidence of changes in visual learning Complex perceptual decision-making Adding more psychological ideas Attending to visual input Talk about visual information with teachers, a little at a time Useful things to remember about the visual perception of print Learning to visually discriminate coded language Things which might improve the child's visual discrimination Contents note continued: Four summaries 5.Self-correction in text reading: research and theory Description Self-correction: an early form of an executive control process A wider view of self-correction Descriptive research evidence In summary Theoretical utility The practical utility of self-correction A theory for teaching or a theory for explanation: must we choose? Does research on causation guide or mislead instruction? 6.Lessons in becoming constructive and the link prevention A brief description of Reading Recovery Literacy processing and assembling working systems Some instructional implications of a complex model To avoid a cycle of interacting skill deficits Drawing the arguments together Lessons in being constructive: the 30-minute daily lesson Using the table of lesson components for professional development A preventive approach ... Contents note continued: ... requires a developmental perspective 7.Planning research for early literacy interventions Reading Recovery's concept of early intervention The current status of monitoring research Reviews of research on early interventions Administrators' questions How to question research reports Long-term outcomes: research about `change over time' Other approaches to `change over time' Research issues for RR interventions Changes beyond discontinuing from RR 8.Change over time in children's literacy development Some biographical history New theoretical images from developmental psychology What enables RR to work in educational settings internationally? Readers' questions The view is preventive, developmental and provocative References.
Subject
Language arts (Early childhood)
Children
-- Language
Child development
Literacy
Child development
Children
-- Language
Language arts (Early childhood)
Literacy
.
Enriched Content
Catalogue Record 17590
.
ISBD Display
Catalogue Record 17590
.
Related Works
Catalogue Record 17590
.
Add Title to Basket
Catalogue Record 17590
.
Catalogue Information 17590
Beginning of record
.
Catalogue Information 17590
Top of page
.
Reviews
This item has not been rated.
Add a Review and/or Rating
17590
1
17590
-
2
17590
-
3
17590
-
4
17590
-
5
17590
-