Linking Reading Assessment to Instruction An Application Worktext for Elementary Classroom Teachers

ISBN-10: 0805850589

ISBN-13: 9780805850581

Edition: 4th 1995 (Revised)

Authors: Arleen Shearer Mariotti, Susan P. Homan

List price: $48.95
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This worktext applies current theory to classroom practice by providing, in each chapter, a brief explanation of major concepts followed by guided practical experience in administering, scoring, and interpreting reading assessment techniques. Like the popular previous editions, the Fourth Edition: br *emphasizes the use of assessment and diagnosis for instructional decision making--rather than for simply giving grades; br *stresses the use of informal assessment techniques--reflecting the current emphasis in educational assessment theories--but also includes coverage of standardized test scores; br *provides both classroom-tested results and interpretations of the data, giving students step-by-step experience in administering, scoring, and interpreting assessment techniques; and br *includes numerous "hands-on" activities. br br For children to be good readers, they must be taught phonemic awareness, phonics skills, how to read fluently, and how to apply comprehension strategies. i Linking Reading Assessment to Instruction: An Application Worktext for Elementary Classroom Teachers, Fourth Edition, /i covers all four areas. This text is designed for undergraduate or graduate reading methods courses that include a diagnosis component, reading diagnosis courses, exceptional education courses, and inservice courses on reading/literacy development. br br b Changes in the Fourth Edition: br /b *discussion of the text's relationship to the areas of reading proposed by the National Reading Panel Report: phonemic awareness, phonics, fluency, vocabulary, and comprehension; br *updated "Suggested Readings" for all chapters; br *additional references to diagnostic assessments for word-analysisskills and spelling stages; br *additional grouping scenarios; br *new section on determining a diagnostic path, with instructional suggestions; br *relevant ESOL information added in several places; and br *revised Instructor's Manual includes more activities. br
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Book details

List price: $48.95
Edition: 4th
Copyright year: 1995
Publisher: Lawrence Erlbaum Associates, Incorporated
Publication date: 3/30/2005
Binding: Paperback
Pages: 272
Size: 8.75" wide x 10.50" long x 0.75" tall
Weight: 0.682
Language: English

Assessment and Diagnosis Defined
Assessment Versus Diagnosis
Skills Versus Strategies
Integrating Assessment and Instruction
Record Keeping
Suggested Readings
Anticipation Guide: Reading Difficulties and Diagnosis
Self-Assessment of Proficiency in Reading Diagnosis
Self-Scoring Cloze Pretest: Reading Instruction
Suggested Readings
Structured Observations and the Interview
Structured Observation
Structured Observation of the Emergent Literacy Stage
Using the Modified Concepts about Print Test
Test of Print Concepts Answer Sheet
Sample: Test of Print Concepts Answer Sheet
Activity: Using the Test of Print Concepts
Activity: Emergent Reader Case Study
Using the Observation Checklist: Emergent Literacy Stage
Observation Checklist: Emergent Literacy Stage
Activity: Using the Observation Checklist-Emergent Literacy Stage
Structured Observation of the Early and Fluent Literacy Stages
Using the Observation Checklists: Early and Fluent Literacy Stages
Sample: Observation-Early and Fluent Literacy Stages
Activity: Observation Checklist: Early and Fluent Literacy Stages-Oral and Silent Reading Behaviors
Activity: Using the Observation Checklists-Early and Fluent Literacy Stages
The Interview
Sample: Interview
Activity: Interviewing
Questions for Interviewing
Suggested Readings
Using Standardized Test Scores
Interpreting Scores
Sample: Standardized Test Scores Interpretation
Activity: Interpreting Standardized Readiness Test Scores
Activity: Interpreting Standardized Test Scores for a Group
Activity: Comparing Individual Student Test Scores
Activity: Standardized Achieyement Test Scores
Suggested Readings
Identifying Struggling Readers
Listening Comprehension
Activity: Using Listening Comprehension Tests
Reading Expectancy Quotient and Reading Quotient
Procedure for Determining a Reading Problem
Activity: Determining Problem Readers Using Reading Expectancy Quotient and Reading Quotient
Degree of Tolerable Difference
Formulae and Guidelines
Activity: Using the Degree of Tolerable Difference
Activity: Interview of a Classroom Teacher
Suggested Readings
Informal Reading Inventory
Administration of the Informal Reading Inventory
Determining a Starting Point
Assessing Oral Reading and Comprehension of Connected Text
Assessing Silent Reading Level
Assessing Listening Comprehension Level
Quantitative Analysis of Reading Levels on an Iri
The Betts Criteria
The Powell Criteria
Activity: Determining Reading Levels on an IRI
Activity: Determining Reading Levels and Calculating the Degree of a Reading Problem
Recording of Oral Reading Errors
Activity: Marking and Classifying Oral Reading Errors
Qualitative Analysis of Oral Reading Errors
Oral Reading Behavior Analysis Form
Questions to Determine Solving Strategies
Summary Sheet
Sample: IRI (Mary)
Activity: Analyzing Results of an IRI
Activity: Analyzing Results of an IRI
Activity: Administering and Interpreting an IRI
Running Record
Activity: Administering a Running Record
Suggested Readings
Evaluating Comprehension Strategies
The Cloze Test
Constructing the Cloze Test
Administering the Cloze Test
Scoring the Cloze Test
Criteria for Evaluating Cloze Test Scores
Analyzing Cloze Test Responses
Activity: Scoring and Analyzing a Cloze Test
Activity: Constructing, Administering, and Scoring a Cloze Test
The Content Reading Inventory
Example of a Content Reading Inventory (Grade 4)
Activity: Developing a Content Reading Inventory
The Group Reading Inventory
Example of a Group Reading Inventory (Grade 4)
Activity: Group Reading Inventory
Strategies for Evaluating Metacognitive Comprehension Skills
Reciprocal Teaching
Reciprocal Teaching Guide
Prediction Guide
ReQuest Procedure
Activity: Evaluating Metacognitive Comprehension Strategies
Directed Reading-Thinking Activity
Strategies for Evaluating Comprehension of Story Structure
Story Maps
Story Map Form
Story Frames
Story Frame Form
Forms for Assessing Progress Using Story Maps and Story Frames
Literary Elements Individual Record
Literary Elements Class Record
Story Retelling
Sample: Story Retelling-A Quantitative Analysis
Activity: Evaluating Comprehension of Story Structure
Suggested Readings
Assessment of Word-Recognition Knowledge and Spelling Stages
Assessing Word-Analysis Skills
The Klesius-Homan Phonic Word-analysis Test
The Klesius-Homan Phonic Word-analysis Test
Sample: Klesius-Homan Phonic Word-analysis Test
Activity: Using the Klesius-Homan Phonic Word-analysis Test (Antonio)
Activity: Using the Klesius-Homan Phonic Word-analysis Test (Amber)
Assessing Sight Word Knowledge: The Fry Instant Word Lists
Activity: Using the Fry Instant Word Lists
Assessing Phonemic Awareness
Test of Phonemic Awareness
Activity: Test of Phonemic Awareness
Assessing Spelling Stages
Characteristics of Prephonemic Spelling
Characteristics of Early Phonemic Spelling
Characteristics of Letter-name Spelling
Characteristics of Transitional Spelling
Features List Analysis Forms for Assessing Spelling Stages
Activity: Using the Features List Analysis Form
Activity: Using Children's Writing to Determine Spelling Stage
Suggested Readings
Grouping and Instructional Decision Making
Activity: Grouping for Reading Using Standardized Test Scores (Grade 5)
Instructional Decision Making
Activity: Decision Making Based on Standardized Test Data (Grade 4 Special Reading Class)
Activity: Grouping for Reading Using Informal Reading Inventory Scores (Grade 5)
Activity: Examining a Reading Group's Performance (Grade 2)
Activity: Grouping for Reading Using Informal Assessment Scores (First Grade)
Suggested Readings
Directions for the Language Experience Approach
Directions for the Directed Listening-Thinking Activity
Extra Forms
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