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An Observation Survey of Early Literacy Achievement, Fourth Edition (Paperback)

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Description


What are young children learning as they engage with literacy instruction at school?

Are they experiencing success or falling behind? How soon can we tell?

An Observation Survey of Early Literacy Achievement, Fourth Edition provides teachers and school systems with essential information about how to assess young children's progress in literacy learning.

The six tasks of the Observation Survey are used by teachers across the world to explore children's knowledge of early reading and writing, monitor progress, guide instruction, and reliably identify children for supplementary assistance.

The six tasks are:

  • Observation task for Concepts About Print
  • Taking records of reading continuous texts - Running Records
  • Observation task for Letter Identification
  • Observation task for Word Reading
  • Observation task for Writing Vocabulary
  • Observation task for Hearing and Recording Sounds in Words (Revised)

Important new developments

This fourth edition of Marie Clay's seminal text includes two important new developments:

  1. a revised task for assessing children's phonemic awareness and sound-letter knowledge is more sensitive to different rates of progress and to the difficulties some children might have
  2. updated norms for five of the Observation Survey tasks will enable teachers and schools to more accurately monitor and compare the progress of five-to-seven-year-old children across different aspects of literacy learning

The observation procedures arose from a theory of how children learn to manage the complex task of learning to read and write continuous text. That process is described in Marie Clay's other books: Becoming Literate: The Construction of Inner Control; By Different Paths to Common Outcomes; and Change Over Time in Children's Literacy Development.

Additionally, the intervention described in Literacy Lessons Designed for Individuals makes use of these observation tasks.

About the Author


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.

Product Details
ISBN: 9780325112510
ISBN-10: 0325112517
Publisher: Heinemann Educational Books
Publication Date: August 5th, 2019
Pages: 240
Language: English