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• 2001024316 contributor B8925775.
• 2001024316 created "2001.".
• 2001024316 date "2001".
• 2001024316 date "2001.".
• 2001024316 dateCopyrighted "2001.".
• 2001024316 description "Includes bibliographical references (p. 311-323) and indexes.".
• 2001024316 description "Machine generated contents note: 1 Extra power from writing in early literacy interventions 9 -- Introduction 11 -- Preschool writing 12 -- Writing in the first year of school 14 -- The constructive writer 15 -- A second chance to learn about early writing 17 -- How does early writing influence early reading? 19 -- Becoming aware of the construction of sentences 25 -- Conclusions 31 -- References 36 -- 2 Acts of literacy processing: an unusual lens 39 -- Two views of change over time 41 -- A record of acts 43 -- A record of progress 46 -- Successful readers at about eight years -- and one study of older readers 49 -- Early reading and writing: starting school and early progress 55 -- Connecting up some aspects of written language: -- proficient readers after several months at school 62 -- Proficient readers in the second year of instruction 68 -- Turning 'an unusual lens' on low achievers 73 -- Changes in literacy processing over time 77 -- References 86 -- 3 Assembling working systems: how young children -- begin to read and write texts 89 -- First, some assumptions 91 -- From acts of processing 95 -- A brief review of two existing theories 107 -- Literacy awareness and orienting to print: -- formative origins of later working systems 115 -- Processing activities and processing changes 124 -- There are many things we have yet to find out 130 -- Conclusion 137 -- References 139 -- 4 Adjusting the visual working system for literacy: -- learning to look at print 143 -- How to look at a code and what to look for 146 -- One letter may signal several things 148 -- Evidence of changes in visual learning 148 -- Complex perceptual decision-making 149 -- Adding more psychological ideas 153 -- Attending to visual input 160 -- Talk about visual information with teachers, a little at a time 164 -- Useful things to remember about the visual perception of print 166 -- Learning to visually discriminate coded language 172 -- Things which might improve the child's visual discrimination 173 -- Four summaries 175 -- References 179 -- 5 Self-correction in text reading: research and theory 181 -- Introduction 183 -- Description 184 -- Self-correction: an early form of an executive control process 186 -- A wider view of self-correction 186 -- Descriptive research evidence 192 -- In summary 194 -- Theoretical utility 196 -- The practical utility of self-correction 199 -- A theory for teaching or a theory for explanation: must we choose? 205 -- Does research on causation guide or mislead instruction? 206 -- References 210 -- 6 Lessons in becoming constructive and the link with prevention 213 -- Introduction 215 -- A brief description of Reading Recovery 217 -- Literacy processing and assembling working systems 219 -- Some instructional implications of a complex model 220 -- To avoid a cycle of interacting skill deficits 222 -- Drawing the arguments together 225 -- Lessons in being constructive: the 30-minute daily lesson 226 -- Using the table of lesson components for professional development 231 -- A preventive approach236 --requires a developmental perspective 237 -- References 243 -- 7 Planning research for early literacy interventions 245 -- Reading Recovery's concept of early intervention 248 -- The current status of monitoring research 252 -- Reviews of research on early interventions 254 -- Administrators' questions 258 -- How to question research reports 260 -- Long-term outcomes: research about 'change over time' 264 -- Other approaches to 'change over time' 268 -- Research issues for RR interventions 276 -- Changes beyond discontinuing from RR 280 -- References 281 -- 8 Change over time in children's literacy development 285 -- Some biographical history 287 -- New theoretical images from developmental psychology 292 -- What enables RR to work in educational settings internationally? 298 -- Readers' questions 302 -- The view is preventive, developmental and provocative 305 -- References 307 -- Complete references 31 1 -- Index 324 -- Index of illustrative examples 328.".
• 2001024316 extent "328 p. :".
• 2001024316 identifier "0325003831 (alk. paper)".
• 2001024316 identifier 2001024316.html.
• 2001024316 issued "2001".
• 2001024316 issued "2001.".
• 2001024316 language "eng".
• 2001024316 publisher "Portsmouth, NH : Heinemann,".
• 2001024316 subject "372.6 21".
• 2001024316 subject "Child development.".
• 2001024316 subject "Children Language.".
• 2001024316 subject "LB1139.5.L35 C54 2001".
• 2001024316 subject "Language arts (Early childhood)".
• 2001024316 subject "Literacy.".
• 2001024316 tableOfContents "Machine generated contents note: 1 Extra power from writing in early literacy interventions 9 -- Introduction 11 -- Preschool writing 12 -- Writing in the first year of school 14 -- The constructive writer 15 -- A second chance to learn about early writing 17 -- How does early writing influence early reading? 19 -- Becoming aware of the construction of sentences 25 -- Conclusions 31 -- References 36 -- 2 Acts of literacy processing: an unusual lens 39 -- Two views of change over time 41 -- A record of acts 43 -- A record of progress 46 -- Successful readers at about eight years -- and one study of older readers 49 -- Early reading and writing: starting school and early progress 55 -- Connecting up some aspects of written language: -- proficient readers after several months at school 62 -- Proficient readers in the second year of instruction 68 -- Turning 'an unusual lens' on low achievers 73 -- Changes in literacy processing over time 77 -- References 86 -- 3 Assembling working systems: how young children -- begin to read and write texts 89 -- First, some assumptions 91 -- From acts of processing 95 -- A brief review of two existing theories 107 -- Literacy awareness and orienting to print: -- formative origins of later working systems 115 -- Processing activities and processing changes 124 -- There are many things we have yet to find out 130 -- Conclusion 137 -- References 139 -- 4 Adjusting the visual working system for literacy: -- learning to look at print 143 -- How to look at a code and what to look for 146 -- One letter may signal several things 148 -- Evidence of changes in visual learning 148 -- Complex perceptual decision-making 149 -- Adding more psychological ideas 153 -- Attending to visual input 160 -- Talk about visual information with teachers, a little at a time 164 -- Useful things to remember about the visual perception of print 166 -- Learning to visually discriminate coded language 172 -- Things which might improve the child's visual discrimination 173 -- Four summaries 175 -- References 179 -- 5 Self-correction in text reading: research and theory 181 -- Introduction 183 -- Description 184 -- Self-correction: an early form of an executive control process 186 -- A wider view of self-correction 186 -- Descriptive research evidence 192 -- In summary 194 -- Theoretical utility 196 -- The practical utility of self-correction 199 -- A theory for teaching or a theory for explanation: must we choose? 205 -- Does research on causation guide or mislead instruction? 206 -- References 210 -- 6 Lessons in becoming constructive and the link with prevention 213 -- Introduction 215 -- A brief description of Reading Recovery 217 -- Literacy processing and assembling working systems 219 -- Some instructional implications of a complex model 220 -- To avoid a cycle of interacting skill deficits 222 -- Drawing the arguments together 225 -- Lessons in being constructive: the 30-minute daily lesson 226 -- Using the table of lesson components for professional development 231 -- A preventive approach236 --requires a developmental perspective 237 -- References 243 -- 7 Planning research for early literacy interventions 245 -- Reading Recovery's concept of early intervention 248 -- The current status of monitoring research 252 -- Reviews of research on early interventions 254 -- Administrators' questions 258 -- How to question research reports 260 -- Long-term outcomes: research about 'change over time' 264 -- Other approaches to 'change over time' 268 -- Research issues for RR interventions 276 -- Changes beyond discontinuing from RR 280 -- References 281 -- 8 Change over time in children's literacy development 285 -- Some biographical history 287 -- New theoretical images from developmental psychology 292 -- What enables RR to work in educational settings internationally? 298 -- Readers' questions 302 -- The view is preventive, developmental and provocative 305 -- References 307 -- Complete references 31 1 -- Index 324 -- Index of illustrative examples 328.".
• 2001024316 title "Change over time in children's literacy development / Marie M. Clay.".
• 2001024316 type "text".