Literacy Lessons: Designed for Individuals, in two parts, provides administrators and specially trained teachers with guidance for managing the early literacy intervention called Reading Recovery. It answers the questions of Why?, When? and How? individual literacy lessons for young children at risk can be highly successful. Literacy Lessons: Designed for Individuals Part Two is a training manual for practicing 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.
Note - also available Literacy Lessons Designed for Individuals Part 2
2005 / 240 pp. / Grades K-3 / 0325009171
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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.
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