Search Results for "by-different-paths-to-common-outcomes"

Every Young Child a Reader

Every Young Child a Reader

Using Marie Clay's Key Concepts for Classroom Instruction

  • Author: Sharan A. Gibson,Barbara Moss
  • Publisher: Teachers College Press
  • ISBN: 0807775177
  • Category: Education
  • Page: 150
  • View: 9139
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This resource will help K–2 teachers revitalize and restructure their classroom literacy instruction based on Marie Clay’s groundbreaking and transformative literacy processing theory. Clay’s theories have created literacy success for more than 2 million struggling first-grade readers in the United States and internationally through the Reading Recovery program. This practical volume gives primary grade teachers specific suggestions for using these principles and includes rich, robust instructional examples to ensure that all children meet new and rigorous standards in all facets of literacy learning. Replete with explicit depictions of classroom practice, the book addresses the following critical aspects of K–2 literacy instruction: Teaching foundational skills in brief skills lessons and as children learn strategic activity to read and write text.Teaching for children’s fast progress in increasingly complex literacy tasks.Understanding the role of complex, frustration, instructional, familiar, and easy texts in reading instruction.Teaching for knowledge building, comprehension, and writing for narrative and informational text. Reader friendly chapters include: Focus questions to target readers’ anticipation of topics discussed.Illustrative examples of powerful teacher-student interaction.Connections between Clay’s comprehensive theory of children’s literacy development, literacy standards, and children’s fast progress to literacy proficiency. “The combination of Marie Clay’s research and theory with the authors' understanding of these principles in today’s classroom is what sets this book apart.” —Lisa Lenhart, director, Center for Literacy Curricular & Instructional Studies, The University of Akron “Gibson and Moss provide a resource for classroom teachers to support the continued learning of all their students, especially those who need an aware and skilled teacher to keep them on track across the primary grades.” —Robert M. Schwartz, professor, Oakland University, and trainer of teacher leaders, Reading Recovery Center for Michigan “This comprehensive and well-designed book will be an excellent professional development resource for classroom teachers, Reading Recovery teachers, literacy coaches/specialists, and site administrators.” —Kathleen Brown, Reading Recovery teacher leader, Long Beach Unified School District, CA “I am eager to use this book with my colleagues as we work to transform early literacy learning in our primary classrooms.” —Terry MacIntyre, Reading Recovery teacher leader, Boulder Valley School District, CO

Improving Early Literacy Outcomes

Improving Early Literacy Outcomes

Curriculum, Teaching, and Assessment

  • Author: Nic Spaull,John Comings
  • Publisher: BRILL
  • ISBN: 9004402373
  • Category: Education
  • Page: 320
  • View: 1574
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Through probing analyses of research, policy, and practice, the book argues that improving the teaching, learning, and assessment of early grade literacy is key not only to expanding quality, access, and equity of education, but also to unlocking all the other SDGs, and ultimately to driving development.

The Handbook of Language and Speech Disorders

The Handbook of Language and Speech Disorders

  • Author: Jack S. Damico,Nicole Müller,Martin J. Ball
  • Publisher: John Wiley & Sons
  • ISBN: 140515862X
  • Category: Language Arts & Disciplines
  • Page: 650
  • View: 6174
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Through contributions from leading experts in the fields of communication science, The Handbook of Speech and Language Disorders presents a comprehensive survey detailing the state of the art in speech, language, and cognitive/intellectual disorders. Provides the first in-depth exploration of the rapidly expanding field of communication disorders Examines the current debates, landmark studies, and central themes in the discipline, including analytical methods and assessment Includes contributions from more than 20 leading scholars to provide an extraordinary breadth of coverage of this growing, multi-disciplinary field Features a ?foundations? section that deals with issues of central importance to all research in the field, including social and practical considerations in classification and diversity, genetic syndromes, and principles of assessment and intervention

An Observation Survey of Early Literacy Achievement

An Observation Survey of Early Literacy Achievement

  • Author: Marie M. Clay
  • Publisher: N.A
  • ISBN: 9781486012602
  • Category: English language
  • Page: 206
  • View: 6258
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This third edition of Marie Clay's highly-valued An Observation Survey of Early Literacy Achievement presents her familiar assessment tasks designed for systematic observation of young children as they learn to read and write. Always respecting the author's intention, the editors have taken a fresh look at the way the book's message is communicated to teachers. Layout and expression have been refreshed to ensure clear understanding, and the administration and interpretation of each task in the survey have been carefully structured for consistent delivery. The observation procedures arose from a theory of how children learn to manage the complex task of reading and writing continuous text. That process is described in Marie Clay's books Becoming Literate: the Construction of Inner Control; Change Over Time in Children's Literacy Development, and By Different Paths to Common Outcomes. The intervention described in Literacy Lessons Designed for Individuals makes use of these observation procedures. This book will continue to be an invaluable resource for early literacy assessment for many years.

Contemporary Perspectives on Early Childhood Curriculum

Contemporary Perspectives on Early Childhood Curriculum

  • Author: Olivia Saracho,Bernard Spodek
  • Publisher: IAP
  • ISBN: 1607528010
  • Category: Education
  • Page: 293
  • View: 6374
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Over the years, educational scholars have proposed different conceptions of the curriculum. It is as if each scholar, researcher, university educator, and practitioner has developed her or his own personal definition. Unfortunately, there is no one single definition that everybody has agreed upon. Table 1 presents a sample of these definitions. A universal definition for curriculum may continue to be elusive and may even change through the years to address changes in the social forces and changes in related school goals. Nonetheless, the approach in curriculum development is consistent. Curriculum developers establish goals, develop experiences, designate content, and evaluate experiences and outcomes. Most curriculum developers consistently use such terms as curriculum planning, curriculum development, curriculum implementation, and curriculum evaluation, and many others to describe curriculum related activities. Unfortunately, without a consistent definition of curriculum, it is difficult for the curriculum developers to identify what it is that needs to be planned, developed, implemented, or evaluated. If curriculum developers rely on the curriculum experts’ definitions, they will find that their definitions identify a product, a program, determine goals and objectives, and learner experiences. However, its heterogeneity may be inspiring if curriculum developers rely on the components of each definition that depict the richness of the field, which in turn, can provide a foundation for contemporary content, concepts, and creativity. A curriculum is an anthology of learning experiences, conceived and arranged based on a program’s educational goals and the community’s social forces. Each curriculum manifests an image of what children "ought to be and become" (Biber, 1984, p. 303) grounded on the awareness of social values and a system that interprets those values into experiences for learners. The concept of curriculum, as a distinctive domain of study within education, arose from the demand to arrange, organize, and translate such awareness into educational programs of study. It integrates the historical study of the goals and content of schooling, analyses of curriculum documents, and analyses of the children’s experiences in school. The first formal curriculum text was published in 1918 (Bobbit, 1918), although in the United States contemporary curriculum study goes back to the early 1890's, when lead committees challenged the form and structure of public schooling. Presently curriculum development is fundamental at all educational levels.

Successful Reading Instruction

Successful Reading Instruction

  • Author: Michael L. Kamil,JoAnn B. Manning,Herbert J. Walberg
  • Publisher: IAP
  • ISBN: 1607527863
  • Category: Education
  • Page: 201
  • View: 6573
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Early Childhood Curriculum for All Learners

Early Childhood Curriculum for All Learners

Integrating Play and Literacy Activities

  • Author: Ann M. Selmi,Raymond J. Gallagher,Eugenia R. Mora-Flores
  • Publisher: SAGE Publications
  • ISBN: 1483322556
  • Category: Education
  • Page: 504
  • View: 3558
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Early Childhood Curriculum for All Learners: Integrating Play and Literacy Activities is designed to teach early childhood professionals about the latest research on play and early literacy and then to show them practical methods for adapting this research to everyday classroom practices that will encourage the development of learning skills. The authors link solid, play-based research to specific developmentally appropriate practices. By combining these two areas, the text demonstrates that academic learning and play activities are highly compatible, and that children can and do develop academic skills through play. In addition, the text focuses on socio-dramatic play, a recently acknowledged, essential aspect of child-initiated play interactions. It provides specific strategies that link these interactive behaviors with the early academic skills needed for the initial primary grades. Implementation of the information presented in this book will enable children to experience a richer transition into primary education classrooms.

Boundless horizons

Boundless horizons

Marie Clay's search for the possible in children's literacy

  • Author: Barbara Watson,Billie J. Askew
  • Publisher: Heinemann Educational Books
  • ISBN: 9780325026763
  • Category: Education
  • Page: 312
  • View: 7129
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Boundless Horizons tells the extraordinary story of Marie Clay's lifelong search for new possibilities in teaching young children to read and write. She pursued a tantalising quest: "What is possible for children with reading problems? What would have to change?' Observing young readers in ordinary classrooms she uncovered explanations of how children take on literacy learning and how that learning changes over time. From those discoveries arose the internationally successful literacy intervention for children having temporary difficulty-Reading Recovery.