A Vygotskian interpretation of Reading Recovery

Fast-tracking the literacy development in street children: A reading and writing project for street children

“…In contrast to 'readiness' theory, the literacy intervention attempts to match instruction to each child's 'zone of proximal development', that is, a child's level of potential development as determined through problem solving under the guidance of more capable adults (Vygotsky, 1978;Ballantyne, 2008:1). We share Ballantyne (2008) and Clay and Cazden's (1992) view that learning which is directed at the child's zone of potential development leads to the creation of new forms of cognitive activity. Learning therefore depends a great deal on the kinds of opportunities teachers provide to further the development of well-elaborated cognitive networks in children (Lyons, 2003;Pinnell & Fountas, 2007).…”

Phonics and Semiotics for Early Intervention

“…Clay's Reading Recovery is a typical one-to-one tutorial session designed for individual instruction (Clay & Cazden, 1997), but the author believed that social interaction provides the opportunity for children to learn more about the world (Goodman & Goodman, 1997;Holiday & Hasan, 1985). Additionally, there is growing evidence that collaborative learning between peers, regardless of ability, activates the zone of proximal development (Tudge, 1997).…”

“…Clay's theory of reading and writing requires readers to use four cues: semiotic, syntactic, visual and phonological (Clay & Cazden, 1997). Her form of Vygotskian mediation integrates the semiotic codes of oral language and English orthography, plus world knowledge into the complex operations of reading and writing (Clay & Cazden, 1997).…”

“…Her form of Vygotskian mediation integrates the semiotic codes of oral language and English orthography, plus world knowledge into the complex operations of reading and writing (Clay & Cazden, 1997). The author did not change Clay's form of mediation; instead, she modified it by adding signs like drawing (Gray, 2006;Hubbard, 1989;Leland & Harste, 1994;Short, Kauffman, & Kahn, 2000;Suhor, 1992), storytelling, role playing, sentence making, invented spelling (Gentry, 2000;Laminack & Wood, 1996), VAKT (Rasinski & Padak, 2000) and Kinesthetic movement (Gardner, 1990) for phonemic awareness (Wilson, Hall, Leu, & Kinzer, 2001), inference (Cunningham, 1992) for critical thinking, running records (Clay, 1994), miscue analysis (Goodman, Watson, & Burke, 2005) and peer's cross correction as the alternate assessment tools.…”

Dialogic Responsiveness: Toward Synthesis, Complexity, and Holism in Our Reponses to Young Literacy Learners

“…For example, Reading Recovery encourages the use of verbal scaffolding as a means of supporting young readers (Clay & Cazden, 1990). As a part of Reading Recovery, Clay (1979) recommended questions from different cueing systems that teachers can model and children can ask to help decipher an unfamiliar word in text.…”