Assessment for Reading Instruction, Third Edition

3. New Auflage 2019
ISBN: 978-1-4625-3359-6
Verlag: Guilford Publications

Buch, Englisch, 324 Seiten, Format (B × H): 203 mm x 276 mm, Gewicht: 1022 g

This trusted teacher guide and widely adopted text provides a comprehensive conceptual framework and hands-on practical tools for reading assessment. The authors present a clear roadmap for evaluating K-8 students' strengths and weaknesses in each of the basic competencies that good readers need to master. Teachers learn how to select, administer, and interpret a wide range of formal and informal assessments, and how to use the results to improve instruction. In a large-size format for easy photocopying, the book includes 30 reproducible assessment tools. Purchasers get access to a Web page where they can download and print the reproducible materials.

New to This Edition

*Chapter on assessing vocabulary.

*Additional instruments, including the Informal Decoding Inventory and the Motivation to Read Profile--Revised.

*Links to the Common Core State Standards (CCSS) have been added throughout.

*The latest research and more instructional strategies in every area.

See also Reading Assessment in an RTI Framework, which offers systematic guidance for conducting assessments in all three tiers of RTI.

Zielgruppe

Professional

Autoren/Hrsg.

Dougherty Stahl, Katherine A.

McKenna, Michael C.

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Alphabetisierung
• Sozialwissenschaften Psychologie Psychologie / Allgemeines & Theorie Psychologie: Allgemeines

Inhaltsverzeichnis

1. Introduction to Reading Assessment
2. General Concepts of Assessment
3. Informal Reading Inventories and Other Measures of Oral Reading
4. Emergent Literacy
5. Word Recognition and Spelling
6. Fluency
7. Vocabulary
8. Comprehension
9. Strategic Knowledge
10. Affective Factors
11. Preparing a Diagnostic Reading Report
Appendix. Case Studies
References

Über Autor(innen)

Michael C. McKenna, PhD, was Thomas G. Jewell Professor of Reading in the Curry School of Education at the University of Virginia until his death in 2016. He authored, coauthored, or edited more than 20 books, including Assessment for Reading Instruction, Third Edition; How to Plan Differentiated Reading Instruction, Second Edition: Resources for Grades K–3; and Organizing the Early Literacy Classroom; as well as over 100 articles, chapters, and technical reports on a range of literacy topics. Dr. McKenna also served as Series Editor, with Sharon Walpole, of The Essential Library of PreK–2 Literacy. His research was sponsored by the National Reading Research Center and the Center for the Improvement of Early Reading Achievement. He was a corecipient of the Edward B. Fry Book Award from the Literacy Research Association and the Award for Outstanding Academic Books from the American Library Association, and a member of the Reading Hall of Fame.

Katherine A. Dougherty Stahl, EdD, is Clinical Associate Professor of Reading at New York University, where she serves as Director of the Literacy Program and teaches graduate courses. In addition to teaching in public elementary school classrooms for over 25 years, Dr. Stahl has extensive experience working with struggling readers in clinical settings. Her research focuses on reading acquisition, struggling readers, and comprehension. Her books include Reading Assessment in an RTI Framework (coauthored with Michael C. McKenna). She is a recipient of the Jeanne Chall Visiting Researcher Award from Harvard University and the Teaching Excellence Award from the Steinhardt School of Culture, Education, and Human Development at New York University.