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 Unpublished doctoral dissertation.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.