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| Preface | |
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| Rationale | |
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| Educators Speaking the Same Language | |
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| Inclusive Coverage of Reading Assessment | |
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| Assessment of Reading: the Context | |
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| Teachers in Action | |
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| Meet Lesa Crockett | |
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| Meet Greg Haywood | |
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| Meet Harley Charles | |
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| Meet Maria Sanchez | |
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| What is the Role of Assessment in Instruction? | |
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| What Do Teachers Need to Know About Reading Assessment? | |
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| Purposes of Assessment | |
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| Instructional Planning | |
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| Progress monitoring | |
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| Accountability | |
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| Eligibility for Special Education Services | |
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| What is Reading? | |
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| What Are the Critical Areas of Reading? | |
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| What is the Multitiered Model of Instruction? | |
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| What is Scientifically-Based Research in Reading? | |
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| Appreciating Effective Research | |
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| Peer-Reviewed Journals | |
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| Reviewing and Using Evidence Based Research Findings | |
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| What is a ldquo;true experimentalrdquo; design? | |
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| What is a ldquo;quasi-experimentalrdquo; design? | |
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| What is a correlational design? | |
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| What is a single subject design? | |
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| Quantitative versus qualitative research | |
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| What is a qualitative case study? | |
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| What is Action Research? | |
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| How Does Scientifically-based Research Help Teachers in the Classroom? | |
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| What are the Reading Wars and How are They Related to Assessment? | |
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| What are the Major Types of Assessment? | |
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| Summary | |
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| Nature of Reading | |
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| Historical Context for Models of Reading | |
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| Developmental Models of Reading | |
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| Challrsquo;s Stage Model of Reading | |
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| Spear-Swerling and Sternberg Model of Reading | |
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| Frithrsquo;s Developmental Phase Model | |
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| Adamrsquo;s Cognitive Model of Reading | |
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| Information Processing Model of Reading | |
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| What is the Relationship Between Reading and IQ? | |
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| Transactional View of Reading | |
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| Speaking, Reading, and Writing | |
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| An Inclusive View of Reading | |
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| How Do We Know if a Student Has a Reading Disability? | |
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| How do We Distinguish English Language Learning Challenges from Disabilities? | |
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| Low Literacy Adults | |
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| The Literacy Instruction Pie | |
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| Using Knowledge of Reading to Understand Reading Assessment | |
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| Summary | |
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| Informal Assessment: Informing Instruction | |
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| Observation and Interview | |
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| Teacher-Made and Teacher-Selected Curriculum-Related Assessment | |
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| Specific Skills Assessments | |
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| Error Analysis | |
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| Informal Reading Inventories | |
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| Getting Started with the IRI | |
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| Quantitative Analyses of IRIs | |
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| Qualitative Analyses of IRIs | |
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| Abbreviated Assessment with IRIs | |
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| Using IRIs to Assess Listening Comprehension | |
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| Teacher-Made IRIs | |
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| Limitations of IRIs | |
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| Running Records | |
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| Curriculum Based Assessment | |
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| Using Teacher-Constructed CBM to Assess Reading | |
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| Portfolio Assessment | |
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| Readability &nbs | |