Assessment of Story Comprehension, Manual Set

Erscheinungsjahr 2019
ISBN: 978-1-68125-237-7
Verlag: Brookes Publishing Co.

Buch, Englisch, 144 Seiten, Paperback, Format (B × H): 216 mm x 279 mm

The Assessment of Story Comprehension (ASC) is used to measure preschool children’s story comprehension. It was developed using a general outcome measurement framework so that it can be used for progress monitoring throughout the preschool year. There are six individual ASC forms, and each form includes a teacher script with a brief story followed by a series of eight comprehension questions about the story, including one vocabulary item. Child responses are recorded and scored on a 0-1-2 scale (except for the vocabulary item), with 0 indicating incorrect and 2 indicating correct, complete, and clear. The ASC form takes about 3 minutes to administer and 1 minute to score. While the ASC was designed to measure comprehension gains following intervention, it can also be used to monitor comprehension for any preschooler exposed to classroom curriculum across the pre-K year. It can also serve as a useful tool for monitoring the English language growth of English-language learners.

Autoren/Hrsg.

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erwachsenenbildung, lebenslanges Lernen
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

- About the Downloads
- About the Authors
- Preface
- Chapter 1: Introduction to the Assessment of Story Comprehension (ASC)
- Language and Reading Comprehension
- Purposes of the ASC and Curriculum-Based Measurement
- Technical Adequacy
- Organization of the ASC Manual
- Chapter 2: Overview of the Assessment of Story Comprehension (ASC) What is the ASC?
- ASC Stories
- ASC Questions
- Chapter 3: Administering the Assessment of Story Comprehension (ASC) Qualifications and Training of Examiners
- Frequency and Timing of the ASC
- Materials and Setting
- Building Rapport and Managing Behaviors
- Specific Administration Guidelines
- Chapter 4: Scoring the Assessment of Story Comprehension (ASC) Terms to Know
- General Rules and Scoring Tips
- Scoring Tips by Item
- Frequently Asked Scoring Questions
- Establishing and Maintaining Scoring Reliability
- Appendix: Extended Scoring Guides
- Chapter 5: Using the Results of the ASC Interpretation of ASC scores
- Special Populations
- Sharing Results
- Linking to Intervention
- Appendix A: Basic Scoring Guides
- Appendix B: Fidelity Checklists
- Appendix C: Practice Sets 1 and 2
- References

Über Autor(innen)

Dr Trina Spencer is an associate professor at the University of South Florida in the Department of Child and Family Studies. She earned a specialist degree in School Psychology and a Ph.D. in Disability Disciplines from Utah State University, with emphases in language and literacy and early childhood special education. She has been a board-certified behavior analyst since 2001. Dr. Spencer has worked with culturally, linguistically, and economically diverse children as well as children with disabilities, their teachers, and their families for 18 years. She has published 37 articles in peer-reviewed journals, 5 book chapters, and 22 non–peer reviewed articles, briefs, or encyclopedia entries. Her publications and editorial service span a number of disciplines, including speech-language pathology, early childhood education, special education, applied linguistics, and school psychology. Benefitting from strong collaborations with practitioners and other researchers, Dr. Spencer maintains a spirited research agenda to improve reading comprehension and academic outcomes of the nation's most vulnerable students. Specifically, she has developed dynamic screening, curriculum-based measurement, and intervention tools so that schools can implement an efficient multi-tiered system of language support to complement schools' decoding efforts. Finally, Dr. Spencer promotes interdisciplinary, collaborative relationships among clinicians, educators, and researchers through an evidence-based practice framework.

Howard Goldstein, Ph.D., CCC-SLP, is a nationally known scholar in the field of child language intervention research and the author of two books and more than 100 scholarly articles. His recent work has sought to enhance the language and literacy development of students in high poverty schools who are at high risk for language and reading disabilities. A certified speech-language pathologist and former ASHA Vice President for Science and Research, Dr. Goldstein is currently Associate Dean of Research and Professor of Communication Sciences and Disorders in the College of Behavioral and Community Sciences at University of South Florida in Tampa.