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| Preface | |
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| Theory into Practice | |
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| Perspectives on Reading and Writing Ability | |
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| Understanding Reading and Writing | |
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| Historical Perspectives on Reading and Writing | |
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| Cognitive Information-Processing Perspectives on Reading and Writing | |
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| Social Perspectives on Reading and Writing | |
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| An Interactive Perspective on Reading and Writing | |
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| Understanding the Legal and Political Aspects of Reading and Writing | |
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| Educational Reform, Reading, and Literacy | |
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| Legal and Social Roots of Special Education | |
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| Special Education Identification | |
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| Students with Disabilities | |
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| Impact on Practice | |
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| Pulling It Together: RTI from an Interactive Perspective | |
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| Chapter Summary | |
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| Art Interactive View of Reading and Writing | |
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| Understanding the Elements of Skilled Performance | |
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| Comprehension | |
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| Composition | |
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| Vocabulary Development | |
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| Word Identification and Spelling | |
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| Rate and Fluency | |
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| Grammar, Usage, and the Mechanics of Writing | |
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| Understanding Contextual Factors That Influence Performance | |
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| Settings | |
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| Instructional Practices | |
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| Instructional Resources | |
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| Understanding Learner Factors That Influence Performance | |
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| Prior Content Knowledge | |
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| Knowledge about Reading and Writing | |
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| Attitudes and Motivation | |
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| Correlates of Reading and Writing Performance | |
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| Chapter Summary | |
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| Getting Started with the Assessment-Instruction Process | |
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| Reading and Writing Ability and the Assessment-Instruction Process | |
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| Understanding an Interactive View of Reading and Writing Ability and Disability | |
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| A Theoretically Sound View of Ability and Disability | |
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| An Instructionally Significant View of Reading and Writing Ability | |
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| Understanding the Assessment-Instruction Process | |
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| Purposes and Types of Assessment | |
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| Implementing the Assessment-Instruction Process | |
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| The Assessment-Instruction Process in Action | |
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| Steps in the Assessment-Instruction Process | |
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| Chapter Summary | |
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| Getting Started: Using Data to Understand Groups of Students and Identify Students for a Closer Look | |
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| Understanding Student Assessment and Assessment Data | |
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| Contexts for Assessment | |
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| Guidelines for Student Assessment | |
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| The Management of Assessment Information | |
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| Understanding Formal Assessment | |
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| General Characteristics of Standardized Tests | |
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| Key Concepts | |
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| Validity | |
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| Reliability | |
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| Test Interpretation | |
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| Concerns | |
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| Test Fairness | |
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| Guidelines for Evaluating Standardized Tests | |
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| Tools and Strategies for Looking at School and Classroom Data | |
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| Formal Assessment Tools | |
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| Screening and Survey Tests | |
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| Group Screening and Survey Tests | |
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| Group Diagnostic Tests | |
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| Outcome Measures | |
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| Using Formal Assessment Data to Identify Struggling Readers and Writers | |
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| Data Analysis Guidelines | |
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| Using Data to Make Decisions | |
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| Using Data at the Classroom Level | |
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| Getting Started with Assessment-Instruction | |
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| The Cases of Tha'm and Kyle | |
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| Chapter Summary | |
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| Evaluating the Context | |
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| Evaluating the Instructional Environment/Context coauthored with Nancy DeFrance | |
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| Understanding the Role of Home and Community in Reading and Writing Performance | |
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| Relations among Home/Community and School Settings: Early Language and Literacy Learning Practices | |
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| Relations among Home/Community and School Settings: Later Literacy Learning Goals | |
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| Understanding the Role of Instructional Settings in Reading and Writing Performance | |
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| Teacher Beliefs and the Literate Environment | |
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| Classroom Interaction | |
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| Classroom Organization | |
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| Grouping | |
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| Intervention Programs and Approaches | |
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| Congruence and Collaboration within and across Instructional Settings | |
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| Understanding the Role of Instructional Practice in Reading and Writing Performance | |
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| Instructional Goals | |
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| Instructional Methods | |
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| Reading and Writing Activities and Tasks | |
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| Assessment Practices | |
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| Strategies and Tools for Assessing the Instructional Environment | |
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| Assessing Home and Community Influences and Perspectives | |
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| Assessing Instructional Setting | |
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| Evaluating Intervention Programs and Approaches | |
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| Assessing Instructional Practice | |
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| Assessing Specific Activities and Episodes of Instruction | |
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| Diagnostic Portfolio: The Instructional Context | |
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| Diagnostic Portfolio: The Cases of Tha'm and Kyle | |
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| Chapter Summary | |
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| Instructional Resources coauthored with Nancy DeFrance | |
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| Understanding the Role of Instructional Resources in Reading and Writing Performance | |
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| Features That Influence Text Complexity and Comprehensibility | |
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| Core Reading/Language Arts Programs | |
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| Textbooks | |
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| Trade Books | |
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| Electronic, Internet, and Multimedia Texts | |
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| Assessing Instructional Resources | |
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| Evaluating Text Complexity and Comprehensibility | |
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| Evaluating Core Reading/Language Arts Programs | |
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| Evaluating Textbooks | |
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| Evaluating Trade Books | |
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| Evaluating Electronic and Multimodal Texts and Web-Based Resources | |
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| The Thumbnail Sketch: The Instructional Context | |
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| The Cases of Tha'm and Kyle | |
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| Tha'm | |
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| Kyle | |
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| Chapter Summary | |
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| Evaluating the Learner: Looking More Closely | |
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| Assessing Young Readers and Writers | |
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| Understanding the Foundations of Literacy | |
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| Background | |
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| The Language Foundations of Literacy | |
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| Oral Language and Its Relationship to Reading and Writing | |
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| The Contextual and Experiential Foundations of Literacy | |
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| The Development of Written Language | |
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| Strategies and Tools for Assessing the Foundations of Literacy | |
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| Assessment of Early Language and Literacy | |
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| Observing Spontaneous Use of Knowledge and Skill | |
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| Structured Interviews and Observations | |
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| Structured Writing Assessments | |
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| Using Stories to Assess Emergent Abilities | |
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| Standardized Tests of Early Language and Literacy | |
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| Diagnostic Evidence of Emergent Literacy: The Case of Kyle | |
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| Chapter Summary | |
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| Structured Inventories and Benchmark and Progress Monitoring Assessments | |
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| Understanding Structured Inventories and Assessments | |
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| Strategies and Tools for Structured Assessment | |
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| Informal Reading Inventories | |
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| Interpreting Results from an IRI: Issues and an Example | |
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| Contemporary Innovations on the IRI Format | |
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| Oral Reading Fluency | |
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| Tests of Word Recognition and Phonics Decoding | |
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| Spelling Assessments | |
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| Assessing Written Language | |
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| Periodic Benchmark Assessment | |
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| Diagnostic Evidence from Structured Inventories and Benchmark Assessments | |
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| Tha'm | |
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| Kyle | |
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| Chapter Summary | |
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| Formative and Diagnostic Assessment | |
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| Understanding Formative and Diagnostic Assessment | |
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| Strategies and Tools for Formative and Diagnostic Assessment | |
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| Evaluating Word Recognition and Decoding | |
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| Evaluating Oral Reading Fluency | |
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| Evaluating Vocabulary | |
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| Evaluating Comprehension with Retelling and Summary | |
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| Evaluating Comprehension with Questioning | |
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| Evaluating Comprehension Processes | |
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| Evaluating Studying | |
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| Writing | |
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| Student Self-Evaluation | |
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| Formal Diagnostic Tests of Reading | |
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| Diagnostic Evidence from Formative and Diagnostic Assessments | |
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| Tha'm | |
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| Kyle | |
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| Chapter Summary | |
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| Interactions: Assessment As Inquiry | |
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| Interactive Decision Making | |
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| Understanding Step 4: Reflection, Decision Making, and Planning | |
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| Evaluating the Match between Learner and Context | |
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| Generating Hypotheses | |
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| Understanding Step 5: Diagnostic Teaching and Progress Monitoring | |
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| Definition and Purposes of Diagnostic Teaching | |
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| Diagnostic Teaching Procedures | |
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| Progress Monitoring | |
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| Implementing Steps 4 and 5 of the Assessment-Instruction Process | |
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| Thumbnail Sketch | |
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| The Case Study of Tha'm | |
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| The Case Study of Kyle | |
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| The Case Study of Yasmin | |
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| Interventions and Continuous Progress Monitoring | |
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| Making Diagnostic Teaching Work | |
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| Target Selections for Diagnostic Teaching | |
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| A Collection of Diagnostic Teaching Selections | |
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| A Collection of Diagnostic Teaching Strategies | |
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| Chapter Summary | |
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| High-Utility Strategies for Instruction | |
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| Phonics/Decoding | |
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| Fluency | |
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| Comprehension | |
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| Vocabulary | |
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| Writing | |
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| Research-Based Intervention Approaches | |
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| Overview of Successful Approaches to Intervention | |
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| Early Intervention in Reading (EIR) | |
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| Collaborative Strategic Reading | |
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| Comprehensive Intervention Model (CIM) | |
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| Sample Case Report: Jackson | |
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| Confidential Diagnostic Report | |
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| Key Background for Understanding Formal Assessment | |
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| Annotated Bibliography of Informal Reading Inventories | |
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| References | |
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| Name Index | |
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| Subject Index | |
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| Credits | |