Alternative Assessment Techniques for Reading and Writing

ISBN-10: 0130425680
ISBN-13: 9780130425683
Edition: 1995
Authors: Wilma H. Miller
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Description: This practical resource helps elementary classroom, remedial reading, and LD teachers make the best possible informal assessment of a child's specific reading, writing, and spelling strengths and weaknesses and attitudes toward reading. Written in  More...

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Book details

List price: $40.00
Copyright year: 1995
Publisher: John Wiley & Sons, Incorporated
Publication date: 5/22/1995
Binding: Paperback
Pages: 496
Size: 8.00" wide x 10.75" long x 0.75" tall
Weight: 2.2

This practical resource helps elementary classroom, remedial reading, and LD teachers make the best possible informal assessment of a child's specific reading, writing, and spelling strengths and weaknesses and attitudes toward reading. Written in easy-to-follow nontechnical language, it provides a multitude of tested informal assessment strategies and devices, such as "kid watching," retellings, journals, IRIs, writing surveys, portfolios, think alouds and more- including more than 200 reproducible assessment devices ready for immediate use! You'll find a detailed description of each informal assessment techniques along with step-by-step procedures for its use and, wherever possible, one or more reproducible sample devices. Complete answer keys for each device are included with the directions. Among the unique topics covered are the innovative Individual Reading Inventory, San Diego Quick Assessment List, El Paso Phonics Survey, QAD Chart, Holistic scoring of writing and Reproducible devices for portfolio assessment. In short, Alternative Assessment Techniques for Reading and Writing offers a wealth of tested, ready-to-use informal assessment information and devices that should save the teacher a great deal of time and energy in making a useful assessment of any student's literacy ability!

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

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