New Releases by Marie Clay

All women are virtuous women, and women must know we are important in the Kingdom of God, fighting a spiritual battle that cannot be ignored. Such battles are to be won-and can be won-while we depend on God for protection and providence. The strength and wisdom of a woman in her divine assignment do not come from herself but from God. We have afflictions, suffering, and trials, but God has given us the victory. Then stand up and roar, woman, like the lioness you are!

Biks and Gutches is an easy-to-administer-and-score task. It looks too simple to be very useful but with it we can easily predict which young children need extra help with learning English. Giving this assessment to individual children will help the teacher become a better judge of how a child''s oral language is changing. The items can be used to evaluate whether a new teaching programme is having any effect. Change can be captured over two points in time. If the school has introduced some new or special instruction, Biks and Gutches can be used to evaluate its effectiveness. Results could point to the rate and kind of change that has occurred as a result of special attention. For children who speak a dialect of English the test can answer questions like this: Has the children''s control over the rules for inflections of the standard dialect increased? Children usually learn and use both school and ''home'' versions of English and they know when to use either version. Sometimes the nonstandard usage dominates, and this can have consequences for school assessments in standard English. Compare the test and retest scores to see the rates of change and any persistent problems. The items in Biks and Gutches were designed for the five- to seven-year-old age group but have been used successfully in research with children up to ten years old.

The Concepts About Print tests can be used with the new entrant or nonreader because the child is asked to help the examiner by pointing to certain features as the examiner reads the book. An Observation Survey presents the theoretical background, administration details, and scoring interpretation of the tests. Since its publication Sand has been a favorite diagnostic tool of reading teachers, and Stones was developed to provide an alternative.

Change Over Time in Children''s Literacy Development presents a comprehensive account of young literacy learners constructing networks of interacting systems for processing information, an account extending from the time of the children''s first engagement with reading and writing tasks to their development of a self-extending system of literacy expertise. To show how children''s initially simple sets of responses become controlled, accurate, and coordinated, Marie Clay has drawn on research evidence and theoretical constructs from developmental psychology, neuropsychology, information processing theory, and linguistics. This book is a theoretically rich, informative, and compellingly readable account of children''s literacy learning with wide professional relevance. Teachers, educators of teachers, researchers, and students will return to it often to advance their understandings and guide their work with young literacy learners. Marie Clay presents her theoretical perspectives on learning, intervention, and the prevention of literacy difficulties with reference to: detailed observational studies of young children learning to read and write theoretical models of literacy processing understandings from neurological sciences her thirty years of experience with the successful literacy intervention Reading Recovery. She directs particular attention to the often neglected topics of children''s writing, visual learning, and self-correction and also alerts readers to the limitations of current explanations and poses provocative hypotheses for ongoing exploration. Challenging, thoughtful, and vitally relevant, Change Over Time in Children''s Literacy Development will continue to be essential reading for literacy professionals around the world.

One in three of the Early Literacy Series written for parents, caregivers, early childhood teachers and teachers of children in their first years at school. It presents research-based ideas for at-home instruction in beginning reading concepts, encourages effective one-to-one learning situations and supports in implementing key strategies to develop reading skills.

"It is essential to use the instructions in ''Copymasters for the revised second edition of An observation survey of early literacy achievement (2006)'' and ''Literacy lessons (2005)'' to administer, score, and interpret these tasks. The copymaster sheets are not the assessment tasks."--P. [ii].

The convenient rip-pads of running record sheets enable teachers to easily chart young readers'' progress. Available in sets of five pads - each containing one hundred sheets.