Background
Marie Mildred Irwin was born in Wellington, New Zealand.
(Children are taught about stories, words, letters and sou...)
Children are taught about stories, words, letters and sounds in many different programs in their years of literacy instruction. In this book 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 a reader or writer 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.
http://www.amazon.com/gp/product/B0039DWQ8E/?tag=2022091-20
( Children are taught about stories, words, letters, an...)
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.
http://www.amazon.com/gp/product/0435085743/?tag=2022091-20
Marie Mildred Irwin was born in Wellington, New Zealand.
After studying clinical child psychology at the University of Minnesota as a Fulbright scholar, Clay received her Doctor of Philosophy from the University of Auckland in 1966, where she had been on the faculty since 1960.
She was committed to the idea that children who struggle to learn to read and write can be helped with early intervention. A clinical psychologist, she developed the Reading Recovery intervention program in New Zealand and expanded it worldwide. She majored in education at University of New Zealand, earning a bachelor"s degree in 1946 and a master"s degree in 1948.
She developed the Reading Recovery intervention program, which was adopted by all New Zealand schools in 1983.
Reading Recovery is an early intervention for at-risk students in grade one that is designed to close gaps within an average of 12–20 weeks. The program is currently used in Great Britain, Canada, Australia, New Zealand, and the United States, including Department of Defense Schools.
To date, Reading Recovery has played a role in the development of over 1.6 million readers in the United States alone. In 1982, Clay was inducted into the International Reading Association"s Reading Hall of Fame.
In 1987, to recognize Marie Clay"s "s service and successful leadership in literacy education, she was made a Dame Commander of the Order of the British Empire by Queen Elizabeth World War II In 1992, she was elected president of the International Reading Association and was the first non-North American to hold this position.
She died in Auckland, New Zealand at age 81 following a brief illness. Faculty at Ohio State worked with Clay in the early 1980s and she served as a Distinguished Visiting Scholar there in 1984-1985. The Board of Trustees approved the Marie Clay Endowed Chair in Reading Recovery and Early Literacy on 4 February 2005.
( Children are taught about stories, words, letters, an...)
(Children are taught about stories, words, letters and sou...)