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| The Practical Help This Book Offers | |
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| Using Informal Devices in Assessing Reading and Writing Ability | |
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| Definition of Literacy as Used in This Handbook | |
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| Definition of Assessment and Evaluation as Used in This Handbook | |
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| Definition of Informal Assessment and Evaluation | |
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| Importance of Integrating Assessment with Instruction | |
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| Advantages of Using Informal Assessment Devices | |
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| Limitations of Using Informal Assessment Devices | |
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| The Future of Informal Assessment Devices | |
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| Brief Case Summaries | |
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| Assessing Competencies and Weaknesses in Reading | |
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| Using Checklists and Other Informal Devices to Assess Competencies and Weaknesses in Visual Perception Ability, Emergent Literacy Skills, Word-Identification Skills, and Oral Reading | |
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| The Importance of Being an Expert "Kid-Watcher" or Observer of Children's Behavior | |
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| Importance of Language Development to Success in Literacy | |
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| Description of Visual-Perception Ability | |
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| Description of Alphabet Knowledge | |
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| Description of Concepts About Books | |
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| Description of Concepts About Print | |
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| Brief Description of Sight-Word Recognition and Sight-Word Identification | |
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| Brief Description of Graphophonic (Phonic) Analysis | |
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| Brief Description of Structural Analysis | |
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| Brief Description of Semantic (Contextual) Analysis | |
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| Description of Oral Reading | |
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| Using Checklists and Other Informal Devices to Assess Competencies and Weaknesses in Vocabulary, Comprehension Skills, the Basic Study Skills, and Silent Reading | |
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| Brief Description of Vocabulary Knowledge | |
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| Brief Description of Reading Comprehension | |
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| Brief Description of the Study Skills | |
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| Description of Assessment Using the Retelling Technique | |
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| Checklist in Self-Monitoring of Reading Comprehension | |
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| Checklist for Evaluating Reading Competencies in an Intermediate-Grade Whole Language Classroom | |
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| Checklist for Pleasure Reading | |
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| Using Miscue Analysis in Assessing Competencies and Weaknesses in Reading | |
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| Description of Miscue Analysis | |
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| Description of Miscue Analysis as Used in the Individual Reading Inventory in This Handbook | |
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| Description of Another System of Miscue Analysis | |
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| Variations of the Individual Reading Inventory | |
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| Description of a Typical Individual Reading Inventory | |
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| Advantages and Limitations of Using an IRI | |
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| Constructing the Word Lists and Graded Reading Passages of an IRI | |
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| Directions for Administering the Word Lists and Graded Reading Passages of an IRI | |
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| Directions for Evaluating the Word Lists and Graded Reading Passages of an IRI | |
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| The Word Lists and Graded Reading Passages for Form L and Form M | |
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| List of Commercial Individual Reading Inventories | |
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| The Interest Inventory | |
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| Content Reading Inventories | |
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| Using Informal Inventories and Other Informal Assessment Devices in the Word-Identification Techniques | |
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| Description of Letter-Name Knowledge | |
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| Brief Description of Sight-Word Knowledge | |
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| Brief Description of Graphophonic (Phonic) Analysis | |
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| Brief Description of Structural Analysis | |
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| Brief Description of Semantic (Context) Cues | |
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| Additional Alternative Ways of Assessing Reading Skills and Attitudes | |
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| Description of Teacher-Pupil Reading Conferences | |
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| Description of Alternative Kinds of Teacher-Pupil Interviews | |
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| Assessing and Activating Prior Knowledge | |
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| Description of the Pre-Reading Procedure (PReP) | |
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| Using Questionnaires and Inventories to Assess Prior Knowledge | |
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| Reproducible Schema Assessment Device | |
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| Brief Description of Reading Comprehension | |
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| Questioning Strategies or QARs | |
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| Using Metacognition for Assessing Reading Comprehension | |
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| Brief Description of "Think-Alouds" | |
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| Brief Description of Creative Book Sharing | |
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| Brief Description of Story Frames | |
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| Brief Description of a QAD Chart | |
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| Brief Description of the Reading Autobiography | |
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| Brief Description of a Self-Appraisal of Reading Ability | |
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| Reproducible Book-Selection Device | |
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| Assessing Competencies and Weaknesses in Writing and Spelling | |
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| Using Checklists to Assess Competencies and Weaknesses in Drawing, Writing, and Spelling | |
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| Brief Description of Emergent Writing Behaviors | |
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| Brief Description of Creative and Content Writing at the Primary, Intermediate, and Middle-Upper Levels | |
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| Reproducible Checklist for Computer Word Processing | |
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| Reproducible Checklist of Editing Behaviors | |
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| Using Holistic Scoring and the Informal Writing Inventory to Assess Writing | |
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| Description of Holistic Scoring Used in This Handbook | |
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| Scores for the Holistic Writing Samples | |
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| Brief Description of an Individual Writing Inventory | |
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| Other Alternative Means of Assessing Writing and Spelling Ability | |
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| Have the Child at the Emergent Literacy Level Write All the Words He/She Can | |
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| Words Per T-Unit | |
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| Brief Description of Writing Coaching/Conferencing | |
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| Brief Description of a Writing Survey | |
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| Brief Description and Model of a Dialogue Journal | |
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| Brief Description and Sample of a Developmental Spelling Test | |
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| Brief Description of Sentence-Combining as a Writing Assessment Strategy | |
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| Portfolio Assessment | |
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| Using Portfolio Assessment in Any Literacy Program | |
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| Brief Description of Some of the Basic Characteristics of a Literacy Portfolio | |
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| Description of Some of the Elements That Comprise a Useful Working Portfolio | |
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| Should Standardized and Informal Test Scores Be Included in a Student's Portfolio? | |
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| The Advantages and Limitations of Using Literacy Portfolios | |
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| The Importance of Using Portfolio Assessment in a Whole Language Program | |
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| Some Guidelines for Starting Portfolio Assessment in Any Literacy Program | |
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| The Importance of Student Self-Selection and Self-Assessment of Materials in His or Her Literacy Portfolio | |
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| Various Types of Reproducible Devices That Can Be Included in a Portfolio Assessment Program | |
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| Closing Thoughts | |
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| Closing Thoughts | |
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| Grading in a Whole Language Program That Mainly Uses Informal Assessment | |
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| Sample Report Card Showing Some Literacy Behaviors | |