Becoming Literate 2nd (second) edition Text Only

by Marie M. Clay

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.

Genres: Education, Nonfiction, School

Paperback

First published January 1, 1991

Reviews

[Anna · Rating 3 out of 5]

Primary teachers with some experience can probably skip to the last 3 chapters about strategies/programs/interventions. The rest of the chapters are mostly about reading behaviours which teachers will have already seen first hand. However, the first few chapters did explain why reading programs that focus exclusively on very controlled texts (e.g. those CVC passages like "Dan has a cat. The cat has a rat" etc.) are problematic.

[Melody · Rating 4 out of 5]

An amazing exploration of overall literacy aquisition in children. I loved reading it as a Reading Recovery teacher, but also as a Mom!

[Lydia · Rating 4 out of 5]

This book helped me think about learning to read differently than I ever had before. Clay is surely missed.

[Helen Cosner · Rating 4 out of 5]

excellent framework for early literacy- extremely detailed should be read slowly with intentionality

[Christi · Rating 1 out of 5]

Dense and elementary-based

[Kelly Montana · Rating 1 out of 5]

Just awful.

[Tyshawn Knight · Rating 5 out of 5]

This is a great book for new tutors and teachers who want to understand how children learn to read and who want to help children learn to read.