An Observation Survey of Early Literacy Achievement 4th ED

Name: An Observation Survey of Early Literacy Achievement 4th ED
SKU: GE0212
Price: 75.00 NZD
Availability: InStock
Author: Marie Clay
ISBN: 9781927293102

4th Edition

By
Marie Clay

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, 4th 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, to monitor progress, guide instruction and reliably identify children for supplementary assistance.

The 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)

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

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
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 books - Becoming Literate: The Construction of Inner Control; By Different Paths to Common Outcomes and Change Over Time in Children's Literacy Development.

The intervention described in Literacy Lessons Designed for Individuals makes use of these observation tasks.

Research Reports
Pilot study to develop a new version of the Hearing and Recording Sounds in Words task (PDF)
Renorming five tasks of the Observation Survey for New Zealand (PDF)

The digital edition of this publication is intended for reference purposes only, we request that you have already purchased a print copy before ordering.

Only the print version of this text should be used with children.

Ages: 5-7 | Pages: 216 | Code: GE0212 | ISBN: 9781927293102

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Marie Clay

For three decades Marie Clay has been acknowledged as a world leader in research on literacy learning, child development and the prevention of learning disorders.

Her early academic work as a child psychologist involved the observation and study of children as they acquire literacy. An outcome of this research was the development of reliable tools for assessing progress with literacy learning and these instruments have been published and are widely used around the world today.

Marie's decision to focus on struggling learners and the resulting development of the Reading Recovery early intervention changed how the education community worldwide viewed these children's chances of becoming literate.

There are many other publications by Marie Clay in the areas of writing, oral language and classroom learning.

Contents
Introduction	1
1. Observing change in early literacy behaviours	4
An introduction to systematic observation	4
Assessment	4
Observation	8
Standardised tests are poor measures of slow progress	11
Systematic observation of learners	12
Characteristics of observation tasks	13
2. Reading and writing: processing that information in print	14
Reading continuous text	14
Learning to write	18
The blank page	21
Seeing print from two vantage points	22
Independent learners	22
3. Assisting young children making slow progress	23
A self-extending system of literacy learning	25
Early intervention	26
The sensitive observation of literacy behaviour	29
The early detection of literacy learning difficulties	31
Literacy processing	34
Constructing self-extending systems	35
4. Observation tasks for Concepts About Print	39
Concepts About Print	39
Using the Concepts About Print observation task	43
Administration	43
Recording and scoring	43
Interpreting Concepts About Print scores	49
5. Taking records are reading continuous text	51
Running Records	51
Reading continuous text	52
Uses for Running Records	53
Learning to take Running Record	55
Finding an instructional text level	58
How to record what you see and hear	59
Conventions for recording	60
Scoring of error and self-corrections	66
Conventions for scoring	66
Quantifying the Running Record	69
Interpreting the Running Record	72
Processing the information in print	75
Older readers: different signs of progress	76
Records of individual and group progress	77
Suggestions for using Running Records in classroom settings	80
6. Observation task for Letter Identification	84
Letter Identification	84
Using the Letter Identification observation task	85
Administration	85
Recording and scoring	86
Interpreting Letter Identification scores	90
7. Observation task for Word Reading	93
Word Reading	93
Using the Word Reading observation task	93
Administration	93
Recording and scoring	94
Interpreting Word Reading scores	98
8. Observation task for Writing Vocabulary	101
Writing Vocabulary	101
Rating technique for early writing	103
Writing Vocabulary task	105
Using the Writing Vocabulary observation task	107
Administration	107
Recording in scoring	108
Interpreting Writing Vocabulary scores	110
Keeping records of writing progress	110
9. Observation tasks for Hearing and Recording Sounds in Words (Revised)	116
Hearing and Recording Sounds in Words (Revised)	116
Using the Hearing and Recording Sounds in Words (Revised) observation task	117
Administration	118
Recording and scoring	119
Interpreting Hearing and Recording Sounds in Words (Revised) observation task	125
10. Summarising the Observation Survey results	126
Change overtime in early literacy learning	126
Making a summary of the Observation Survey results	128
Writing the Observation Survey summary	129
A shorter summary for classroom teachers	138
11. The teacher and the observations	141
Sensitive observation: guiding literacy learning	141
Information for the education system	143
Information to support in early intervention for some children	145
An overview	147
Achievement stains	149
Appendices	161
1. Background to the Observation Survey	163
2. Validity and reliability reports for the Observation Survey tasks	166
3. A study to develop a new version of the Hearing and Recording Sounds in Words task	173
4. New Zealand norms for the Observation Survey	186
5. Canadian norms for the Observation Survey	193
6. United Kingdom (England and Wales) norms for the Observation Survey	196
7. United States norms for the Observation Survey	202
8. Ohio Word Test	208
9. Duncan Word Test	210
10. Original observation tasks for Hearing and Recording Sounds in Words	212
References to	222
Index	227