Léitheoireacht Ghinearálta agus Croí-théacsanna



Croí-théacsanna le haghaidh Breith ar an Léitheoireacht

Clay, M. Marie. (2016). Literacy lessons designed for individuals, (2ú heagrán).  Auckland, NZ: GLobal Educations Systems (GES) Ltd.
Clay, M. M. (2015).Change over time in children's literacy development. Auckland: NZ: Globa Education Systems (GES) Ltd.
Clay, M. M. agus Watson, B. (1981). An Inservice Programme for Reading Recovery Teachers. Education 4 (19), 22-27. Athchlóite in Clay, Marie M. (1982).Observing young readers: Selected papers. Exeter, NH: Heinemann Educational Books.
Clay, M. M. (2013). An observation survey of early literacy achievement (3ú eag.). Portsmouth, NH: Heinemann.

Bodman, S. Smith, J, (2013)  The Theoretical and Pedagogical Base of Reading Recovery. In Burroughs-Lange, S. & Ince, A. (2013) (Eds) Reading Recovery and Every Child a Reader: History, Policy and Practice.IOEPress.

Lyons, C.A. (2003) Teaching Struggling Readers: How to use brain research to maximise learning. Portsmouth, NH: Heinemann

Pinnell, G.S. (1997) 'An Inquiry Based Model for Educating Teachers of Literacy' . In S. Swartz & A. Klein (Eds) Research in Reading Recovery (Caibidil 1, lgh 6- 17). Portsmouth, NH: Heinnemann.

Clay, M. M. (1987). Learning to be Learning Disabled. New Zealand Journal of Educational Studies, 22, 155–173.