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| Introduction | |
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| For whom is this book written? | |
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| Behind these observations there are theoretical rationales | |
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| Observing change in early literacy behaviours | |
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| An introduction to systematic observation | |
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| Observation in classrooms | |
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| Observing individual progress | |
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| Measuring outcomes | |
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| Measuring abilities | |
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| Assessments that guide our teaching | |
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| Observing oral language | |
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| Observing emerging literacy | |
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| Observing school entrants | |
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| Standardised tests are poor measures of slow progress | |
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| Systematic observation | |
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| Characteristics of observation tasks | |
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| Reading and writing: processing the information in print | |
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| The reading process | |
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| The writing process | |
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| The blank page | |
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| Seeing print from two vantage points | |
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| Assisting young children making slow progress | |
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| Traditional approaches | |
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| Early intervention | |
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| The sensitive observation of reading behaviour | |
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| The early detection of literacy learning difficulties | |
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| A teacher's observation of one child's progress | |
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| Concepts About Print | |
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| Revealing what children know | |
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| On entry to school | |
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| How much do children need to know about print? | |
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| Reading to the children | |
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| Observing progress | |
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| Using the Concepts About Print observation task | |
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| Administration | |
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| Scoring | |
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| The interpretation of Concepts About Print scores | |
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| Achia's critique of this task | |
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| Taking records of reading continuous texts | |
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| Reading the messages | |
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| Another view | |
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| Records are taken to guide teaching | |
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| Records are taken to assess text difficulty | |
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| Records are taken to capture progress | |
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| Compare two Running Records on the same text | |
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| Taking a Running Record | |
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| What does skilled record-taking look like? | |
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| Two things to avoid | |
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| Select children who will make practising easier | |
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| Select some texts for practising | |
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| How to record what you see and hear | |
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| Another book read well | |
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| Why use standard procedures? | |
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| Conventions for recording | |
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| Check directional movement | |
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| Describe the reading behaviour recorded | |
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| Assessment and comprehension | |
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| A record before scoring | |
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| How to score errors and self-corrections | |
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| Some conventions for scoring the records | |
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| Some other good practices | |
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| How to quantify the Running Record | |
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| Records for two competent readers | |
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| Emma's reading | |
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| Claire's reading | |
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| Interpreting the Running Record | |
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| Think about the errors in the record | |
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| Scan the record to answer two other questions | |
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| Now look at the self-corrections | |
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| Consider the pattern of responses | |
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| Some common faults | |
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| Understanding the reading process | |
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| In older readers look for different signs of progress | |
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| Records of individual and group progress | |
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| Many uses for Running Records | |
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| School entry checks | |
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| For teaching individuals | |
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| For teaching groups | |
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| Evidence of emphasis: what things get attention in your programme? | |
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| Observation tasks for Letter Identification, Word Reading, Writing Vocabulary, and Hearing and Recording Sounds in Words | |
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| Letter Identification | |
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| Administration | |
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| Scoring the record | |
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| Interpreting Letter Identification scores | |
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| Limited prediction from Letter Identification | |
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| Cautions about assessing letter-sound relationships | |
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| An early awareness of alphabetic knowledge | |
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| Word Reading | |
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| Administration | |
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| What the Word Reading task does not do | |
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| Other 'first' word reading tests (Canberra, Ohio, Duncan) | |
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| Other reading tests (Burt, Neale, STAR) | |
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| Writing Vocabulary | |
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| Beginning writing in school | |
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| Writing samples | |
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| The Writing Vocabulary task | |
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| Administration | |
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| Scoring Writing Vocabulary | |
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| Interpreting the Writing Vocabulary observation | |
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| Keeping records of writing progress | |
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| Running records of writing progress | |
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| Writing a story | |
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| Spelling | |
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| Hearing and Recording Sounds in Words | |
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| Going from phonemic awareness to letter-sound relationships | |
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| Administration | |
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| Record the sentence | |
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| Scoring standards for scoring the child's record | |
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| Observing change over time | |
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| Summarising the Observation Survey results | |
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| Change over time in early literacy learning: using stanines to follow individual or group progress | |
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| Making a summary of the Observation Survey results | |
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| Text reading and other observation tasks | |
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| Think about strategic activity (in-the-head activity) | |
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| A guide to analysing the child's problem-solving | |
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| Useful strategic activity on text | |
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| Useful strategic activity with words | |
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| Useful strategic activity with letters | |
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| A completed summary sheet for an individual child | |
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| A shorter summary might help a classroom teacher | |
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| With reading books | |
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| With writing | |
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| Two examples of Survey summaries | |
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| Multiple assessments | |
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| The teacher and the observations | |
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| The utility of observing reading behaviours | |
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| The utility of monitoring writing behaviours | |
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| Information for the education system | |
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| Information to support an early intervention for some children | |
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| An overview | |
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| Appendices | |
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| New Zealand norms for the Observation Survey | |
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| Sample characteristics | |
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| Stanine scores for tasks | |
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| Graphs of score distributions by age group | |
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| Box-and-whisker plots for tasks by age group | |
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| Observation Survey age group profiles across tasks: Percentile ranks and stanines | |
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| Inter-correlations among tasks by age group | |
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| Validity and reliability reports for the Observation Survey tasks (excluding Text Levels) | |
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| Historical notes on An Observation Survey | |
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| Ohio Word Test - Administration Sheet | |
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| Ohio Word Test Score Sheet | |
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| Duncan Word Test - Administration Sheet | |
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| Duncan Word Test Score Sheet | |
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| Us norms for the Observation Survey | |
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| Letter Identification | |
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| Concepts About Print | |
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| Ohio Word Test | |
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| Writing Vocabulary | |
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| Hearing and Recording Sounds in Words | |
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| Text Reading Level | |
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| Correlations | |
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| Summary of US stanine scores | |
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| References | |
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| Index | |
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| List of children's examples | |
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| Pim's writing | |
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| Tony's reading | |
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| mirror writing | |
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| Achia's critique | |
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| Peter's Running Record | |
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| John's Running Record | |
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| a book read well - Baby Bear | |
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| Paul's record | |
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| Emma's record | |
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| Claire's record | |
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| Sam's Running Record | |
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| Rochelle's progress | |
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| Joan's progress | |
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| an individual record of books read | |
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| early writing samples | |
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| Sally-Anne's alphabet | |
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| Kelly's writing | |
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| Michael's story | |