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Using The Bader Reading And Language | |
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Inventory | |
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Bader Reading And Language Inventory | |
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Introduction | |
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Assessment Model | |
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Content of the Inventory | |
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Administering the Inventory | |
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Preparation for Using the Inventory | |
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Testing Sequences: Flowcharts | |
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Getting Optimum Results from Testing | |
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Summarizing the Assessment Data | |
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Test Battery | |
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Student Priorities And Interests | |
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English Language Learning | |
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Graded Word Recognition Lists | |
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Purpose | |
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Administration | |
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Using Experimental Word Lists | |
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Adult Thematic Lists | |
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Using Graded Reader's Passages | |
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Graded Reader's Passages | |
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Reading and Listening Levels | |
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Determining a Starting Point | |
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Oral Reading | |
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Qualitative Analysis | |
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Qualitative Analysis and Instruction | |
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Silent Reading and Listening Comprehension | |
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Interpreting and Summarizing the Results of the Graded Passages | |
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Example of Testing for Instructional Level | |
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Differences in Word List and Passages Performance | |
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Determining Instructional Levels | |
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Graded Reader Passages Reader Record Sheets | |
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Oral Reading: Prepared | |
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Oral Reading: Unprepared | |
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Oral Reading Miscues | |
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Silent Reading/Comprehension | |
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Phonemic Awareness | |
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Rhyme Recognition | |
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Initial Phoneme Recognition | |
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Ending Phoneme Recognition | |
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Phonemic Manipulation | |
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Blending | |
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Segmenting | |
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Letter Knowledge | |
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Hearing Letter Names in Words | |
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Phonics And Structural Analysis Tests | |
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Phonics | |
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Structural Analysis | |
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Spelling Tests | |
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Administration | |
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Interpretation | |
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Summarizing Student Spelling Performance | |
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Cognitive Development as a Basis for Selecting a Remedial Reading Approach | |
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References | |
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Diagnostic Spelling Tests | |
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Visual And Auditory Discrimination | |
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Visual Discrimination Tests | |
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Auditory Discrimination Tests | |
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Preliteracy And Emerginng Literacy Assessment | |
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Literacy Awareness: Assessment of Beginning Concepts about Print | |
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Cloze Test | |
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Oral Language Assessment | |
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Evaluation of Expression | |
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Evaluation of Oral Language Reception | |
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Writing Evaluation | |
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Handwriting: Writing Letters | |
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Handwriting: Writing Words in Sentences | |
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Near- and Far-Point Copying | |
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Writing from Dictation | |
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Expressing Ideas in Writing | |
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Arithetic Test | |
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Purpose | |
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Administration | |
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Scoring and Interpretation | |
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Curriculum Based Assessment | |
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Description | |
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Purposes | |
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Construction | |
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Administration | |
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Scoring | |
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Analysis | |
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Recording, Summarizing, Interpreting | |
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Instructor'S Records: K-12 | |
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Case Study: Jackie | |
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Getting Started | |
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Home and Family Resources | |
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Ruling Out Problems and Developing a Diagnostic Plan | |
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Analyzing Reading Abilities | |
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Finding Specific Needs | |
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Summarizing the Findings; Making Recommendations | |
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Case Analysis | |
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Referrals: Case Excerpts | |
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Development Of The Inventory: Validity And Realibility | |
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Developing And Validating The Inventory | |
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The Graded Word Lists | |
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Validity of the Graded Word Lists | |
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The Graded Reader's passages | |
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Recall and Question Construction | |
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Assessing Text Structure | |
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Reliability | |
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Validity | |
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Fluency and Rate | |
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Instructional Level | |
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Other Inventory Subtests and Checklists | |
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Emergent Literacy | |
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Phonemic Awareness and Manipulation | |
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Curriculum Based Assessment | |
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English Language Assessment | |
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References and Suggested Readings | |
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Directions For The Dvd | |
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Getting Started | |
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Using the DVD | |
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Scored Examiners Sheets from the DVD | |
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Examiner Forms for the 7<sup>th</sup> edition | |
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Reader's Passages | |