Assessment for Reading Instruction

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Guilford Press, 2009 - Language Arts & Disciplines - 290 pages
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Presents a guide for educators on administering, scoring, and interpreting tests for assessing the reading ability of their students and using the results to improve their reading instruction.
 

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Contents

chaPter one introduction to reading Assessment
1
chaPter two general concepts of Assessment
24
chaPter three informal reading inventories
41
chaPter four emergent literacy
75
chaPter five Word recognition and spelling
100
chaPter SiX fluency
148
chaPter Seven comprehension
160
chaPter eight strategic Knowledge
186
chaPter nine Affective factors
204
chaPter ten Preparing a reading clinic report
246
references
277
index
285
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About the author (2009)

Michael C. McKenna, PhD, is Thomas G. Jewell Professor of Reading at the University of Virginia. He has authored, coauthored, or edited 15 books and more than 100 articles, chapters, and technical reports on a range of literacy topics. His research has been sponsored by the National Reading Research Center and the Center for the Improvement of Early Reading Achievement. Dr. McKenna is the co-winner of the National Reading Conference's Edward Fry Book Award and the American Library Association's Award for Outstanding Academic Books. His articles have appeared in Reading Research Quarterly, the Journal of Educational Psychology, Educational Researcher, The Reading Teacher, and others. Dr. McKenna's research interests include reading assessment, comprehension in content settings, reading attitudes, technology applications, and beginning reading.

Katherine A. Dougherty Stahl, EdD, is Assistant Professor of Reading at New York University, where she serves as Literacy Education Program Director and teaches graduate courses. Her research focuses on reading acquisition, struggling readers, and comprehension. Dr. Dougherty Stahl's articles have appeared in Reading Research Quarterly, The Reading Teacher, and the Journal of Literacy Research. In addition to teaching in public elementary school classrooms for over 25 years, she has extensive experience working with struggling readers in clinical settings. These experiences have led to her research interests and her ongoing collaborations with teachers translating research into practice to improve classroom literacy instruction.