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Change over time in children's literacy development / Marie M. Clay.

Change over time in children's literacy development / Marie M. Clay.
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Barcode Shelf Location Collection Volume Ref. Status Due Date Res.
TF1233260 372.6 CLA
Loan   . Available .  
. 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
Catalogue Information 17590 Beginning of record . Catalogue Information 17590 Top of page .

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