Literacy Lessons Designed for Individuals: Teaching procedures

Front Cover
Pearson Education Canada, 2005 - Education - 240 pages
"Successful early literacy intervention must be designed for individuals and delivered by trained teachers in the first two years of school.""Literacy Lessons: Designed for Individuals" Part Two is a training manual for practising teachers. Children unable to READ and WRITE can achieve effective performance among their peers in their first or second year in school. Subsequently, in professional development sessions, those teachers will continue to explore many questions raised in the theoretical and research-based explanations provided in this book for each teaching procedure.The book "Reading Recovery: A Guidebook for Teachers in Training" (1993) is still valued by early intervention teachers. More than a decade after its publication we have a wealth of new evidence which calls for a new guidebook. Many sharp minds have applied their thinking about theory, research results, critiques of different kinds, and implementations in vastly varying locations to re-consider how best to provide for children who find it difficult to learn to read and write in the first two years of school. New theory and research from several disciplines has guided the revision of teaching procedures.Implementations in New Zealand, Australia, Canada, the United States, and the United Kingdom have created a body of research and evaluation from many different cultural perspectives and in English, Spanish and French.Emphasis has been placed on oral language and teacher-child conversations, on the importance of early writing, on hearing and recording the sounds in words, (which teaches phonemic awareness) on knowing how words are spelled, on phrasing, fluency, and speed of response andon appropriate eye movements for written language.Teachers select from long lists of reading books, with new materials becoming available all the time.A competent reader uses a vast range of alternative approaches flexibly, so during a series of individual Literacy Lessons, children are introduced to alternative ways of solving new challenges in increasingly difficult texts. The way they work on print changes over time.This new guidebook, "Literacy Lessons: Designed for Individuals," is expected to expand the range of children who can be helped, to increase teacher effectiveness, and to generate new research questions about effective reading and writing in the early years of school.A comprehensive review of Reading Recovery in the United States by five distinguished authors is available separately at the RRCNA Web site. Authors Maribeth Schmitt, Billie Askew, Irene Fountas, Carol Lyons, and Gay Su Pinnell share their knowledge and provide persuasive evidence for the power of an early investment in changing futures of children.

What people are saying - Write a review

We haven't found any reviews in the usual places.

About the author (2005)

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.

Bibliographic information