
Linking Reading Assessment to Instruction; An Application Worktext for Elementary Classroom Teachers, Third Edition
by Shearer Mariotti, Arleen; Homan, Susan P.-
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Summary
Table of Contents
Preface | p. XI |
Assessment and Diagnosis Defined | p. 1 |
Assessment Versus Diagnosis | p. 1 |
Skills Versus Strategies | p. 2 |
Integrating Assessment and Instruction | p. 4 |
Record Keeping | p. 4 |
Summary | p. 5 |
Suggested Readings | p. 5 |
Self-Evaluation | p. 7 |
Anticipation Guide: Reading Difficulties and Diagnosis | p. 8 |
Self-Assessment of Proficiency in Reading Diagnosis | p. 9 |
Self-Scoring Cloze Pretest: Reading Instruction | p. 10 |
Summary | p. 12 |
Suggested Readings | p. 12 |
Structured Observations and the Interview | p. 13 |
Structured Observation | p. 13 |
Structured Observation of the Emergent Literacy Stage | p. 15 |
Using the Modified Concepts about Print Test | p. 15 |
Test of Print Concepts Answer Sheet | p. 17 |
Sample: Test of Print Concepts Answer Sheet | p. 19 |
Activity: Using the Test of Print Concepts | p. 21 |
Activity: Emergent Reader Case Study | p. 23 |
Using the Observation Checklist: Emergent Literacy Stage | p. 29 |
Observation Checklist: Emergent Literacy Stage | p. 33 |
Activity: Using the Observation Checklist--Emergent Literacy Stage | p. 35 |
Structured Observation of the Early and Fluent Literacy Stages | p. 37 |
Using the Observation Checklists: Early and Fluent Literacy Stages | p. 37 |
Sample: Observation--Early and Fluent Literacy Stages | p. 38 |
Activity: Observation Checklist: Early and Fluent Literacy Stages--Oral and Silent Reading Behaviors | p. 40 |
Activity: Using the Observation Checklists--Early and Fluent Literacy Stages | p. 42 |
The Interview | p. 42 |
Sample: Interview | p. 43 |
Activity: Interviewing | p. 45 |
Questions for Interviewing | p. 46 |
Summary | p. 48 |
Suggested Readings | p. 48 |
Using Standardized Test Scores | p. 49 |
Interpreting Scores | p. 49 |
Sample: Standardized Test Scores Interpretation | p. 50 |
Activity: Interpreting Standardized Readiness Test Scores | p. 51 |
Activity: Interpreting Standardized Test Scores for a Group | p. 53 |
Activity: Comparing Individual Student Test Scores | p. 55 |
Activity: Standardized Achievement Test Scores | p. 57 |
Summary | p. 59 |
Suggested Readings | p. 59 |
Identifying Problem Readers | p. 61 |
Listening Comprehension | p. 62 |
Activity: Using Listening Comprehension Tests | p. 63 |
Reading Expectancy Quotient and Reading Quotient | p. 64 |
Procedure for Determining a Reading Problem | p. 64 |
Example | p. 65 |
Activity: Determining Problem Readers Using Reading Expectancy Quotient and Reading Quotient | p. 66 |
Degree of Tolerable Difference | p. 67 |
Formulae and Guidelines | p. 67 |
Example | p. 67 |
Activity: Using the Degree of Tolerable Difference | p. 68 |
Activity: Interview of a Classroom Teacher | p. 69 |
Summary | p. 71 |
Suggested Readings | p. 71 |
Informal Reading Inventory | p. 73 |
Administration of the Informal Reading Inventory | p. 74 |
Determining a Starting Point | p. 74 |
Assessing Oral Reading and Comprehension of Connected Text | p. 74 |
Assessing Silent Reading Level | p. 75 |
Assessing Listening Comprehension Level | p. 75 |
Quantitative Analysis of Reading Levels on an IRI | p. 76 |
The Betts Criteria | p. 76 |
The Powell Criteria | p. 77 |
Activity: Determining Reading Levels on an IRI | p. 79 |
Activity: Determining Reading Levels and Calculating the Degree of a Reading Problem | p. 80 |
Recording of Oral Reading Errors | p. 81 |
Activity: Marking and Classifying Oral Reading Errors | p. 83 |
Qualitative Analysis of Oral Reading Errors | p. 85 |
Oral Reading Behavior Analysis Form | p. 85 |
Questions to Determine Solving Strategies | p. 87 |
Summary Sheet | p. 88 |
Sample: IRI (Mary) | p. 88 |
Activity: Analyzing Results of an IRI | p. 99 |
Activity: Analyzing Results of an IRI | p. 115 |
Activity: Administering and Interpreting an IRI | p. 131 |
Running Record | p. 131 |
Activity: Administering a Running Record | p. 134 |
Summary | p. 135 |
Suggested Readings | p. 135 |
Evaluating Comprehension Strategies | p. 137 |
The Cloze Test | p. 137 |
Constructing the Cloze Test | p. 138 |
Administering the Cloze Test | p. 138 |
Scoring the Cloze Test | p. 139 |
Criteria for Evaluating Cloze Test Scores | p. 139 |
Analyzing Cloze Test Responses | p. 140 |
Activity: Scoring and Analyzing a Cloze Test | p. 142 |
Activity: Constructing, Administering, and Scoring a Cloze Test | p. 147 |
The Content Reading Inventory | p. 147 |
Example of a Content Reading Inventory (Grade 4) | p. 148 |
Activity: Developing a Content Reading Inventory | p. 149 |
The Group Reading Inventory | p. 150 |
Example of a Group Reading Inventory (Grade 4) | p. 150 |
Activity: Group Reading Inventory | p. 152 |
Strategies for Evaluating Metacognitive Comprehension Skills | p. 154 |
Reciprocal Teaching | p. 154 |
Reciprocal Teaching Guide | p. 157 |
Prediction Guide | p. 159 |
ReQuest Procedure | p. 160 |
Activity: Evaluating Metacognitive Comprehension Strategies | p. 161 |
Directed Reading-Thinking Activity | p. 162 |
Strategies for Evaluating Comprehension of Story Structure | p. 167 |
Story Maps | p. 167 |
Story Map Form | p. 169 |
Story Frames | p. 171 |
Story Frame Form | p. 173 |
Forms for Assessing Progress Using Story Maps and Story Frames | p. 175 |
Literary Elements Individual Record | p. 177 |
Literary Elements Class Record | p. 179 |
Story Retelling | p. 181 |
Sample: Story Retelling--A Quantitative Analysis | p. 181 |
Activity: Evaluating Comprehension of Story Structure | p. 182 |
Summary | p. 185 |
Suggested Readings | p. 185 |
Assessment of Word-Recognition Knowledge and Spelling Stages | p. 187 |
Assessing Word-Analysis Skills | p. 187 |
The Klesius-Homan Phonic Word-analysis Test | p. 188 |
The Klesius-Homan Phonic Word-analysis Test | p. 189 |
Sample: Klesius-Homan Phonic Word-analysis Test | p. 193 |
Activity: Using the Klesius-Homan Phonic Word-analysis Test (Antonio) | p. 196 |
Activity: Using the Klesius-Homan Phonic Word-analysis Test (Amber) | p. 199 |
Assessing Sight Word Knowledge: The Fry Instant Word Lists | p. 202 |
Activity: Usign the Fry Instant Word Lists | p. 202 |
Assessing Phonemic Awareness | p. 209 |
Test of Phonemic Awareness | p. 211 |
Activity: Test of Phonemic Awareness | p. 213 |
Assessing Spelling Stages | p. 215 |
Characteristics of Prephonemic Spelling | p. 215 |
Characteristics of Early Phonemic Spelling | p. 215 |
Characteristics of Letter-name Spelling | p. 215 |
Characteristics of Transitional Spelling | p. 216 |
Features List Analysis Forms for Assessing Spelling Stages | p. 216 |
Activity: Using the Features List Analysis Form | p. 223 |
Activity: Using Children's Writing to Determine Spelling Stage | p. 226 |
Summary | p. 231 |
Suggested Readings | p. 231 |
Grouping and Instructional Decision Making | p. 233 |
Grouping | p. 233 |
Activity: Grouping for Reading Using Standardized Test Scores (Grade 5) | p. 234 |
Instructional Decision Making | p. 236 |
Activity: Decision Making Based on Standardized Test Data (Grade 4 Special Reading Class) | p. 236 |
Activity: Grouping for Reading Using Informal Reading Inventory Scores (Grade 5) | p. 240 |
Activity: Examining a Reading Group's Performance (Grade 2) | p. 245 |
Summary | p. 249 |
Suggested Readings | p. 249 |
Directions for the Language Experience Approach | p. 251 |
Directions for the Directed Listening-Thinking Activity | p. 253 |
Extra Forms | p. 255 |
Glossary | p. 267 |
References | p. 271 |
Index | p. 273 |
Table of Contents provided by Syndetics. All Rights Reserved. |
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