Linking Reading Assessment to Instruction: An Application Worktext for Elementary Classroom TeachersThis worktext applies current theory to classroom practice by providing, in each chapter, a brief explanation of major concepts followed by guided practical experience in administering, scoring, and interpreting reading assessment techniques. Like the popular previous editions, the Fourth Edition: *emphasizes the use of assessment and diagnosis for instructional decision making--rather than for simply giving grades; *stresses the use of informal assessment techniques--reflecting the current emphasis in educational assessment theories--but also includes coverage of standardized test scores; *provides both classroom-tested results and interpretations of the data, giving students step-by-step experience in administering, scoring, and interpreting assessment techniques; and *includes numerous "hands-on" activities. For children to be good readers, they must be taught phonemic awareness, phonics skills, how to read fluently, and how to apply comprehension strategies. Linking Reading Assessment to Instruction: An Application Worktext for Elementary Classroom Teachers, Fourth Edition, covers all four areas. This text is designed for undergraduate or graduate reading methods courses that include a diagnosis component, reading diagnosis courses, exceptional education courses, and inservice courses on reading/literacy development. Changes in the Fourth Edition: *discussion of the text's relationship to the areas of reading proposed by the National Reading Panel Report: phonemic awareness, phonics, fluency, vocabulary, and comprehension; *updated "Suggested Readings" for all chapters; *additional references to diagnostic assessments for word-analysis skills and spelling stages; *additional grouping scenarios; *new section on determining a diagnostic path, with instructional suggestions; *relevant ESOL information added in several places; and *revised Instructor's Manual includes more activities. |
Contents
CHAPTER 1 ASSESSMENT AND DIAGNOSIS DEFINED | 1 |
CHAPTER 2 SELFEVALUATION | 7 |
CHAPTER 3 STRUCTURED OBSERVATIONS AND THE INTERVIEW | 13 |
CHAPTER 4 USING STANDARDIZED TEST SCORES | 47 |
CHAPTER 5 IDENTIFYING STRUGGLING READERS | 55 |
CHAPTER 6 INFORMAL READING INVENTORY | 66 |
CHAPTER 7 EVALUATING COMPREHENSION STRATEGIES | 126 |
CHAPTER 8 ASSESSMENT OF WORDRECOGNITION KNOWLEDGE AND SPELLING STAGES | 171 |
CHAPTER 9 GROUPING AND INSTRUCTIONAL DECISION MAKING | 215 |
DIRECTIONS FOR THE LANGUAGE EXPERIENCE APPROACH | 228 |
DIRECTIONS FOR THE DIRECTED LISTENINGTHINKING ACTIVITY | 229 |
EXTRA FORMS | 230 |
GLOSSARY | 242 |
246 | |
250 | |
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Linking Reading Assessment to Instruction: An Application Worktext for ... Arleen Shearer Mariotti,Susan P. Homan No preview available - 2005 |
Common terms and phrases
ability achievement ACTIVITY addition administered analysis ANALYSIS FORM answer approach appropriate areas assessment awareness basal beginning chapter chart child classroom cloze test completed comprehension comprehension questions concepts context correct criteria decisions determine diagnosis difficulty Directions discussion early errors evaluation examination example experience frustration given grade identify independent indicate individual instruction interpret interview knowledge language learning letters literacy Mark material meaning measure method observation passage percent correct performance Phonemic phonics Point practice predictions progress questions reader reading expectancy reading inventory reading level reading problem record responses running record scores selected Sheet Show silent skills sounds specific spelling stage standardized test story strategies structured SUGGESTED SUMMARY task teacher teaching technique test scores vocabulary word recognition writing