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Endnotes
1Reference to Clay as quoted in
Askew, B.J. (under review)
2See Clay, M.M. (1990; 1996).
3Quoted from Marie Clay's
implementation visit to North Carolina, 1994.
4See Clay, M.M. (1994b).
Literacy Teaching and Learning.
5See Linda Darling-Hammond
(1996), p. 194.
6Cited in Darling-Hammond
(1996).
7See Smith-Burke, M.T. (1996)
and Ashdown, J. (1996).
8See Clay, M.M. (1997),
Handbook, p. 663.
9See Wong, S.D., Groth, L.A.,
& O'Flahavan, J.F. (1994) and Elliott, C.B. (1994).
10See Clay, M.M. (1997),
Handbook, p. 663.
11See Alverman, D.E. (1990);
DeFord, D.E. (1993); DeFord, D.E., Lyons, C.A., & Pinnell, G.S.
(1991); Geeke, P. (1988); Lyons, C.A., Pinnell, G.S., & DeFord, D.E.(1993);
Power, J., & Sawkins, S. (1991).
12See Blackburn, D.J. (1995).
13See Clay, M.M. (1996).
Unpublished doctoral dissertation.
14See Clay, M.M., Observation
Survey (1993).
15See Fountas, I., & Pinnell,
G.S. (1996) and Johnston (1997).
16See Hobsbaum, A., Peters,
S., & Sylva, K. (1996).
17See Clay, M.M., Guidebook
(1993), p, 97.
18See Clay, M.M., Guidebook
(1993).
19Kerslake publishes annual
New Zealand results.
20There have been three
widely used editions of a guide describing Reading Recovery teaching
procedures, all by M. Clay: The early detection of reading
difficulties was published in 1972, with revised editions in 1979
and 1985. Those editions included guides for the Observation Survey.
A revised edition of Reading Recovery training materials, entitled
Reading Recovery: A guidebook for teachers in training appeared in
1993 in the same year as a separate volume, An observation survey of
early literacy achievement. All were published by Heinemann
Education, Auckland, New Zealand, and Portsmouth, New Hampshire.
21See Vellutino, F. R.,
Scanlon, D.M., Sipay, E.R., Small, S.G., Pratt, A., Chen, R., &
Denckla, M.B. (1996).
22See Vellutino, F. R.,
Scanlon, D.M., Sipay, E.R., Small, S.G., Pratt, A., Chen, R., &
Denckla, M.B. (1996), p. 632
23See Hobsbaum, A., Peters,
S., & Sylva, K. (1996).
24See Hill, P.W., & Crévola,
C.A.M. (1997).
25See Askew, B.J. (1993);
Blackburn, D.J. (1995); DeFord, D.E. (1993); DeFord, D.E. (1994);
Dorn, L. (1994); Elliott, C.B. (1994); Frasier, D.F. (1991);
Handerhan, E.C. (1990); Lyons, C.A. (1991; 1993; 1994b); Lyons,
C.A., & White, N. (1990); Pinnell, G.S. (1997); Pinnell, G.S.,
Lyons, C.A., Bryk, A., DeFord, D.E. & Seltzer, M. (1993).
26See Frymier, J., Barber,
L., Gansreder, B., & Robertson, N. (1989), p. 228.
27See Hiebert, E.H. (1994),
p. 21.
28See Lyons, C.A. (1998).
29Executive Summaries
(annual) are available from the Reading Recovery Council of North
America.
30See Clay, M.M. (1993).
Observation Survey.
31See Escamilla, K., Andrade,
A.M., Basurto, A.G.M., Ruiz, O.A., & Clay, M.M. (1996) and Escamilla
(1994).
32Reliability: 100 urban
children aged 6:0, 0.97, split-half (Clay, 1966). Validity:
Correlation with Word Reading for 100 children at 6:0, 0.85 (Clay,
1966).
33Different word tests are
used in New Zealand and the United States. The New Zealand test is
the Ready to Read Word Test. In the U.S., words were drawn from a
Dolch word list. Reliability: 107 urban children, Autumn, 1990,
Cronbach Alpha = 0.92 (Clay, 1993).
34Reliability : 40 urban
children aged 5:0 to 7:0 in 1968, 0.95, KR (Clay, 1970). 56
kindergarten children in Texas 1978. Test-retest reliability
coefficients 0.73-0.89, and corrected split-half coefficients
0.84-0.88 (Day & Day, 1980). Validity: Correlation with Word Reading
for 100 children at 6:0, 0.79 (Clay, 1966).
35Reliability: 34 urban
children aged 5:6 in 1972 (Robinson, 1973), 0.97 test-retest
(reported in Clay, 1993). Validity: correlation with reading; 50
urban children aged 5:6 in 1972 (Robinson, 1973), 0.82 (reported in
Clay, 1993).
36Reliability: Test-retest
coefficients from 0.73 - 0.89 on a New Zealand population (Clay,
1985). For a U.S. population, Cronbach alphas procedure indicated
reliability coefficient of .96 (Pinnell, McCarrier, & Button, 1990).
Also a U.S. population, corrected split-half coefficients ranging
from 0.84 - 0.88 on a U.S. population of 403 subjects (Pinnell,
Lyons, DeFord, Bryk, & Seltzer, 1994). Validity: Correlation with
Word Reading for 100 children at age 6.0, correlation coefficients
0.79 (Clay, 1966). For a U.S. population, Cronbach alphas procedure
indicated reliability coefficient of .96 (Pinnell, McCarrier, &
Button, 1990).
37Reliability: For U.S.
population, 402 children, person separation reliability = .83, item
separation reliability = .93 utilizing the Rasch rating scale
analysis by Wright & Stone (1979). The person separation reliability
is equivalent to a Cronbach's alpha coefficient. (Pinnell, et. al.,
1994). Validity: This type of measure has proved to be a valid and
reliable test of reading progress in other research (Clay, 1966,
1979; Robinson, 1973; Wade, 1978).
38See Fullan, M. (1985).
39See Fullan, M. & Miles, M.
(1992), p. 748.
40See Sarason, S.B. (1991),
p. 99.
41See Standards and
Guidelines (1998).
42A concise statement on
phonological awareness and Reading Recovery may be obtained from the
Reading Recovery Council of North America.
43See Adams, M. (1990), p.
420.
44See Adams, M. (1990), p.
421.
45See Stahl, K.A.D., Stahl,
S., & McKenna, M. (under review).
46See Clay, M.M. (1993)
Guidebook, p. 8.
47See Pinnell, G.S. (1993).
48See Fountas, I.C. &
Pinnell, G.S. (1996).
49See Clay, M.M. (1994c).
50See Lyons, C.A. (1994a) and
Lyons, C.A., & Beaver, J. (1995).
51See Lyons, C.A. (1998).
52See Wasik, B.A., & Slavin,
R.E. (1993), p. 187.
53See Wilson, K., & Daviss,
B. (1994), p. 50.
54See Shanahan, T., & Barr,
R. (1995), p. 989.
55See Cunningham, P., &
Allington, R. (1994), p. 254.
56See Iversen & Tunmer
(1993), p. 123.
57See Clay, M.M. (1993)
Guidebook.
58See Rowe, K.J. (1995).
59Askew, B.J., Wickstrom, C.,
& Frasier, D.F. (under review).
60See Shanahan, T., & Barr,
R. (1995)
61Askew, B.J., Wickstrom, C.,
& Frasier, D.F. (under review).
62See Rozzelle (1996).
63See Slavin, R.E., Karweit,
N.L., & Wasik, B.A. (1992), pp. 11-12.
64See Office for Standards in
Education (1995), p. 162.
65See Center, Y., Wheldall,
K., Freeman, L., Outhred, L., & McNaught, M. (1995).
66See Clay, M.M. (1979).
67See Shanahan & Barr (1995).
68Pinnell, G.S. (1994).
69See Pinnell's Letter to
Editor of Reading Research Quarterly (1997), p. 114.
70See Cunningham, P., &
Allington, R.L. (1994), p. 255.
71See Levin, H. (1989).
72See Dyer, P., & Binkney, R.
(1995).
73See Lyons, C.A., & Beaver,
J. (1995).
74See Lyons, C.A., & Beaver,
J. (1995).
75See Condon, M., & Assad, S.
(1996).
76See Moriarty, D. (1996).
77See Moriarty, D. (1997).
78See publication "Learning
Disabilities..." from the International Reading Association (1995).
79See Clay, M. (1987, 1990).
80See Lyons, C.A., Pinnell,
G.S., & DeFord, D. (1993) p. 19.
81See Shanahan, T., & Barr,
R. (1995).
82See Blackburn, D.J. (1995).
83See Clay, M.M. (1994).
Report on implementation visit, North Carolina.
84See Barnes, B.L.,
(1996-1997).
85See Browne, A., Fitts, M.,
McLaughlin, B., NcNamara, M.J., & Williams, J. (1996-1997).
86See Rogoff, B., Matusov,
E., White, C. (1996).
87See Moore, P. (1997).
88See Dudley-Marling, C., &
Murphy, S. (1997).
89See Wilson, K., & Daviss,
B. (1994), p. 76.
90See Wilson, K., & Daviss,
B. (1994), p. 76.
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