Handbook of Reading AssessmentComprehensive, readable, and filled with numerous authentic examples, The Handbook of Reading Assessment addresses the continuum of reading assessments from informal, classroom-based to high-stakes formal testing. This book is unique in its comprehensive, balanced, and timely coverage of key issues and challenges in assessment of reading. Designed for use by advanced undergraduates and graduates in general education, reading education, special education, and school psychology, this much-needed resource addresses the wide range of reading assessments educators must be able to use and understand to effectively assess, instruct, and to communicate across disciplines. Separate chapters focus on informal classroom based assessment, progress monitoring, individual norm-referenced assessment, and group norm-referenced or 'high-stakes' testing. Each of these chapters concludes with useful tables listing some of the most commonly used assessments and their psychometric properties. |
From inside the book
Results 1-3 of 84
Page xi
... Chapter 2 NATURE OF READING 39 Chapter 3 INFORMAL ASSESSMENT : INFORMING INSTRUCTION 69 Chapter 4 INFORMAL ASSESSMENT : PROGRESS MONITORING 131 Chapter 5 FORMAL ASSESSMENT OF READING : INDIVIDUALIZED ASSESSMENT 165 Chapter 6 FORMAL ...
... Chapter 2 NATURE OF READING 39 Chapter 3 INFORMAL ASSESSMENT : INFORMING INSTRUCTION 69 Chapter 4 INFORMAL ASSESSMENT : PROGRESS MONITORING 131 Chapter 5 FORMAL ASSESSMENT OF READING : INDIVIDUALIZED ASSESSMENT 165 Chapter 6 FORMAL ...
Page 36
... Chapter 5 and group measures in Chapter 6. Finally , Chapter 7 presents information on how to relate the vari- ous types of assessment information presented in previous chapters and to use that information to plan instruction . But ...
... Chapter 5 and group measures in Chapter 6. Finally , Chapter 7 presents information on how to relate the vari- ous types of assessment information presented in previous chapters and to use that information to plan instruction . But ...
Page 70
... Chapter 2 and shown in Appendix B. According to that model , successful reading results from the interaction of a number of influences , some typically considered to exist within the student ( such as mem- ory , visual and auditory ...
... Chapter 2 and shown in Appendix B. According to that model , successful reading results from the interaction of a number of influences , some typically considered to exist within the student ( such as mem- ory , visual and auditory ...
Common terms and phrases
ability academic achievement tests administered adults AIMSweb appropriate areas of reading basal basal readers BRIGANCE Chapter classroom cognitive computerized assessment correct Crockett curriculum decoding described determine DIBELS dyslexia error evaluation examinee example Figure goals grade equivalents high-stakes testing identified individual informal assessment knowledge language learners learning disabilities letters Lexile literacy materials meaning measures ment minutes miscues Model of Reading National Reading Panel norm-referenced norm-referenced tests normal curve equivalents orthography passage percent percentile performance phonemic awareness phonics phonological phonological awareness portfolio Proficient progress monitoring questions raw score readers reading assessment reading comprehension reading instruction Reading Inventory reading level reading skills Reading Test relationship reliability sample sounds special education specific standard deviation standard score stanines strategies students read subtest teachers teaching tion typically validity variables vocabulary wcpm word analysis Word Reading word recognition