Retrato do autor
39+ Works 645 Membros 7 Críticas

About the Author

Marie M. Clay started off her career as a teacher before going on to work at the New Zealand Ministry of Education in the Psychological Services Department. Some time later, Clay went to work for the University of Auckland, where for the next thirty years, she trained other psychologists for their mostrar mais jobs. Clay used her knowledge of normal and clinical aspects of developmental psychology to teach others as a visiting professor at the Ohio State University, University of Illinois, Texas Woman's University, Oxford University, and the Institute of Education at the University of London. President of the International Reading Association from 1992-1993, Clay still advocates a literary awareness program that urges teachers to think about literary betterment and the power of writing. (Bowker Author Biography) mostrar menos

Includes the name: Marie Clay

Obras por Marie M. Clay

Follow Me, Moon (2000) 24 exemplares
Stones (1979) 19 exemplares
Sand (1985) 16 exemplares
No Shoes (2000) 11 exemplares
Books Before Five (1984) — Introdução — 10 exemplares
Stones New Edition (2014) 3 exemplares
I Am a Woman, Hear My Roar! (2008) 1 exemplar

Associated Works

Etiquetado

Conhecimento Comum

Sexo
female

Membros

Críticas

“All women are virtuous women, and women must know we are important in the Kingdom of God, fighting a spiritual battle that cannot be ignored. Such battles are to be won—and can be won—while we depend on God for protection and providence. The strength and wisdom of a woman in her divine assignment do not come from herself but from God. We have afflictions, suffering, and trials, but God has given us the victory. Then stand up and roar, woman, like the lioness you are!”
 
Assinalado
MWMLibrary | Jan 14, 2022 |
When early literacy interventions work with young, low-achieving children, just why they work is often poorly understood. With Change Over Time, you can join Marie Clay as she takes a step back from the concepts of reading failure, disability, and dyslexia, and considers a new way to view literacy learning difficulties.
You begin by asking questions about the changes that occur in the cognitive processes of proficient children as they learn to read. You call what they do "constructive" and discover how you can interact daily with low-achieving children so that they too conduct literacy tasks constructively and independently. Then you consider some provocative alternatives: How do you describe children's progress? Do you check book levels off a list? Do you count the letters, the sounds, the correct spellings? Or is there another option? What if you give prime attention to processing - how the brain works with the text to get the message? Are the children shifting from simple processing to more complex ways of working? Are they initiating more independent problem solving on harder texts and getting better at it day after day?… (mais)
 
Assinalado
Melanie1 | Jun 21, 2011 |
Children are taught about stories, words, letters, and sounds in many different programs in their first years of literacy instruction. In this book Marie Clay argues that underlying the progress of successful children there is another level of competencies being learned. Successful readers show a gradual control over how readers or writers can work with print even though they learn in very different programs. This inner strategic control is what failing readers do not seem to build.

Successful readers begin very early to learn myriad of things which support their independent processing of texts. They do this learning in interaction with parents and teachers, but they gradually come to control ways of working on print which free them to learn independently from literacy encounters.

This concept helps us to understand how teachers can bring different children by different routes to similar outcomes. It allows for different children to start literacy learning in different ways. It is widely accepted that preschool children construct a control over oral language that enables them to produce sentences which they have never heard before, and extend their own language systems through conversation. When our observations of readers and writers show that they have developed effective strategies for monitoring their own ways of working on texts, we can be confident that this control will, at a later stage, allow them to work independently as silent readers of unseen texts.

The concept that only the child can construct this inner control develops Clay's earlier description of the complex behaviors which support literacy learning.
… (mais)
 
Assinalado
Melanie1 | Jun 21, 2011 |
cessful 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
and on 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.
… (mais)
 
Assinalado
Melanie1 | 1 outra crítica | Jun 21, 2011 |

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Associated Authors

Estatísticas

Obras
39
Also by
1
Membros
645
Avaliação
½ 4.3
Críticas
7
ISBN
115

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