Becoming Literate The Construction of Inner Control

ISBN-10: 0435085743
ISBN-13: 9780435085742
Edition: 2nd 1991
Authors: Marie M. Clay
List price: $43.75 Buy it from $3.50
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Description: Children are taught about stories, words, letters, and sounds in many different programs in their first years of literacy instruction. In this book Marie Clay argues that underlying the progress of successful children there is another level of  More...

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Book details

List price: $43.75
Edition: 2nd
Copyright year: 1991
Publisher: Heinemann
Publication date: 4/15/1991
Binding: Paperback
Pages: 372
Size: 6.00" wide x 9.25" long x 1.00" tall
Weight: 1.430
Language: English

Children are taught about stories, words, letters, and sounds in many different programs in their first years of literacy instruction. In this book Marie Clay argues that underlying the progress of successful children there is another level of competencies being learned. Successful readers show a gradual control over how readers or writers can work with print even though they learn in very different programs. This inner strategic control is what failing readers do not seem to build. Successful readers begin very early to learn myriad of things which support their independent processing of texts. They do this learning in interaction with parents and teachers, but they gradually come to control ways of working on print which free them to learn independently from literacy encounters. This concept helps us to understand how teachers can bring different children by different routes to similar outcomes. It allows for different children to start literacy learning in different ways. It is widely accepted that preschool children construct a control over oral language that enables them to produce sentences which they have never heard before, and extend their own language systems through conversation. When our observations of readers and writers show that they have developed effective strategies for monitoring their own ways of working on texts, we can be confident that this control will, at a later stage, allow them to work independently as silent readers of unseen texts. The concept that only the child can construct this inner control develops Clay's earlier description of the complex behaviors which support literacy learning.

Marie M. Clay started off her career as a teacher before going on to work at the New Zealand Ministry of Education in the Psychological Services Department. Some time later, Clay went to work for the University of Auckland, where for the next thirty years, she trained other psychologists for their jobs. Clay used her knowledge of normal and clinical aspects of developmental psychology to teach others as a visiting professor at the Ohio State University, University of Illinois, Texas Woman's University, Oxford University, and the Institute of Education at the University of London. President of the International Reading Association from 1992-1993, Clay still advocates a literary awareness program that urges teachers to think about literary betterment and the power of writing.

A Framework of Issues
A Framework of Issues
Transitions and Translations
Literacy Before Schooling
School Entry
A Transition
Oral Language Support for Early Literacy
Introducing Children to Print at School
Attention and the Twin Puzzles of Text Reading: Serial Order and Hierarchical Order
Attention to Concepts About Print
Interacting with Beginning Reading Books
Problem-Solving Using Information of More Than One Kind
Choosing Texts: Contrived Texts, Story Book Texts, and Transitional Texts
Progress on the First Reading Books
The Deep Structure of Success: Reading Strategies
Behaviors Signal a Developing Inner Control
Visual Perception Strategies: One Kind of Inner Control
The Development of Processing Strategies
Extending Inner Control

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