MARC Record from marc_nuls

LEADER: 03250cam 2200325 a 4500
001 9919994780001661
005 20150423123847.0
008 930521r19941993nhua b 001 0 eng
010 $a 93024028
020 $a0435087649
020 $a0868632899 (NZ)
035 $a(CSdNU)u189369-01national_inst
035 $a(OCoLC)28257243
035 $a(OCoLC)28257243
040 $aDLC$cDLC$dXY4
049 $aCNUM
050 00 $aLB1050.5$b.C56 1994
082 00 $a372.4/3$220
100 1 $aClay, Marie M.
245 10 $aReading recovery :$ba guidebook for teachers in training /$cMarie M. Clay.
260 $aPortsmouth, NH :$bHeinemann,$c1994, c1993.
300 $a112 p. :$bill. ;$c26 cm.
504 $aIncludes bibliographical references and index.
505 0 $aPrevention of reading and writing difficulties: Three steps to prevention -- On entry to school -- Observing progress -- Check after one year at school -- Advantages of individual instruction -- In summary -- Reducing reading and writing difficulties with a second chance to learn: Starting point -- Individual instruction -- Acceleration -- Daily instruction, intensive programme -- Getting down to detail -- Teaching sequences -- Reciprocal gains of reading and writing -- Shape of the reading recovery child's programme: Predictions of progress -- Roaming around the known: Find a readable text -- Think about the child's responses -- Encourage writing -- Build fluency on the very little he knows -- New behaviours may appear -- Moving into instruction: Typical tutoring session -- Introducing new material -- Confusions -- Developing a self-extending system -- Increasing text difficulty -- Now look at what he cannot do -- Some organisational points -- Developing effective strategies -- Example of reading book progress -- Changes that may occur in each slot of the daily lesson.
505 0 $aReading recovery teaching procedures: Learning about direction -- Locating responses -- Spatial layout -- Learning to look at print -- Writing stories -- Hearing and recording sounds in words -- Assembling cut-up stories -- Reading books -- Teaching for strategies -- Linking sound sequence with letter sequence -- Taking words apart in reading -- Teaching for phrasing in fluent reading -- Teaching for a sequencing problem -- Strong skills which block learning -- When it is hard to remember -- Children who are hard to accelerate -- When to discontinue tutoring: Transfer out of the programme: Deciding when to discontinue -- Observable behaviors to look for at discontinuing -- Questions of level -- If discontinuing -- If not discontinuing -- Follow-up and check-up -- Reading recovery research reports: Development project, 1976-1977 -- Field trial research in 1978 -- One-year follow-up research, 1979 -- Replication study, 1979 -- Analysis of lesson content, 1978 -- Three-year follow-up, 1981 -- National monitoring, 1984-1988 -- Reading recovery subgroups study, 1991 -- Summary.
650 0 $aReading$xRemedial teaching.
650 0 $aReading teachers$xTraining of.
949 $aLB 1050.5 .C56 1994$i31786101803341
994 $a92$bCNU
999 $aLB 1050.5 .C56 1994$wLC$c1$i31786101803341$d7/27/2006$e7/24/2006 $f9/7/2004$g2$lCIRCSTACKS$mNULS$n6$rY$sY$tBOOK$u3/25/2004