Linking Reading Assessment to Instruction; An Application Worktext for Elementary Classroom Teachers, Third Edition

by ;
Edition: 3rd
Format: Paperback
Pub. Date: 2001-01-01
Publisher(s): LEA, Inc.
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Summary

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 third edition: *emphasizes the use of assessment and diagnosis for instructional decision making--rather than for simply giving grades; *stresses the use of informal assessment techniques--reflecting the current emphasis in educational assessment theories--but also includes coverage of standardized test scores; *provides both classroom-tested results and interpretations of the data, giving students step-by-step experience in administering, scoring, and interpreting assessment techniques; and *includes numerous "hands-on" activity worksheets. The recent U.S. National Reading Panel report found that, for children to be good readers, they must be taught phonemic awareness, phonics skills, how to read fluently, and how to apply comprehension strategies. Linking Reading Assessment to Instruction: An Application Worktext for Elementary Classroom Teachers, Third Edition, covers all four areas. It is appropriate for undergraduate or graduate reading methods courses that include a diagnosis component, reading diagnosis courses, exceptional education courses, and in-service courses on reading/literacy development. Changes in the third edition include: *thorough updating throughout the text; *new activities on standardized tests, running records, and metacognitive comprehension, and; reorganized sections on using standardized test scores and story retelling. An Instructor's Manual is available upon adoption.

Table of Contents

Prefacep. XI
Assessment and Diagnosis Definedp. 1
Assessment Versus Diagnosisp. 1
Skills Versus Strategiesp. 2
Integrating Assessment and Instructionp. 4
Record Keepingp. 4
Summaryp. 5
Suggested Readingsp. 5
Self-Evaluationp. 7
Anticipation Guide: Reading Difficulties and Diagnosisp. 8
Self-Assessment of Proficiency in Reading Diagnosisp. 9
Self-Scoring Cloze Pretest: Reading Instructionp. 10
Summaryp. 12
Suggested Readingsp. 12
Structured Observations and the Interviewp. 13
Structured Observationp. 13
Structured Observation of the Emergent Literacy Stagep. 15
Using the Modified Concepts about Print Testp. 15
Test of Print Concepts Answer Sheetp. 17
Sample: Test of Print Concepts Answer Sheetp. 19
Activity: Using the Test of Print Conceptsp. 21
Activity: Emergent Reader Case Studyp. 23
Using the Observation Checklist: Emergent Literacy Stagep. 29
Observation Checklist: Emergent Literacy Stagep. 33
Activity: Using the Observation Checklist--Emergent Literacy Stagep. 35
Structured Observation of the Early and Fluent Literacy Stagesp. 37
Using the Observation Checklists: Early and Fluent Literacy Stagesp. 37
Sample: Observation--Early and Fluent Literacy Stagesp. 38
Activity: Observation Checklist: Early and Fluent Literacy Stages--Oral and Silent Reading Behaviorsp. 40
Activity: Using the Observation Checklists--Early and Fluent Literacy Stagesp. 42
The Interviewp. 42
Sample: Interviewp. 43
Activity: Interviewingp. 45
Questions for Interviewingp. 46
Summaryp. 48
Suggested Readingsp. 48
Using Standardized Test Scoresp. 49
Interpreting Scoresp. 49
Sample: Standardized Test Scores Interpretationp. 50
Activity: Interpreting Standardized Readiness Test Scoresp. 51
Activity: Interpreting Standardized Test Scores for a Groupp. 53
Activity: Comparing Individual Student Test Scoresp. 55
Activity: Standardized Achievement Test Scoresp. 57
Summaryp. 59
Suggested Readingsp. 59
Identifying Problem Readersp. 61
Listening Comprehensionp. 62
Activity: Using Listening Comprehension Testsp. 63
Reading Expectancy Quotient and Reading Quotientp. 64
Procedure for Determining a Reading Problemp. 64
Examplep. 65
Activity: Determining Problem Readers Using Reading Expectancy Quotient and Reading Quotientp. 66
Degree of Tolerable Differencep. 67
Formulae and Guidelinesp. 67
Examplep. 67
Activity: Using the Degree of Tolerable Differencep. 68
Activity: Interview of a Classroom Teacherp. 69
Summaryp. 71
Suggested Readingsp. 71
Informal Reading Inventoryp. 73
Administration of the Informal Reading Inventoryp. 74
Determining a Starting Pointp. 74
Assessing Oral Reading and Comprehension of Connected Textp. 74
Assessing Silent Reading Levelp. 75
Assessing Listening Comprehension Levelp. 75
Quantitative Analysis of Reading Levels on an IRIp. 76
The Betts Criteriap. 76
The Powell Criteriap. 77
Activity: Determining Reading Levels on an IRIp. 79
Activity: Determining Reading Levels and Calculating the Degree of a Reading Problemp. 80
Recording of Oral Reading Errorsp. 81
Activity: Marking and Classifying Oral Reading Errorsp. 83
Qualitative Analysis of Oral Reading Errorsp. 85
Oral Reading Behavior Analysis Formp. 85
Questions to Determine Solving Strategiesp. 87
Summary Sheetp. 88
Sample: IRI (Mary)p. 88
Activity: Analyzing Results of an IRIp. 99
Activity: Analyzing Results of an IRIp. 115
Activity: Administering and Interpreting an IRIp. 131
Running Recordp. 131
Activity: Administering a Running Recordp. 134
Summaryp. 135
Suggested Readingsp. 135
Evaluating Comprehension Strategiesp. 137
The Cloze Testp. 137
Constructing the Cloze Testp. 138
Administering the Cloze Testp. 138
Scoring the Cloze Testp. 139
Criteria for Evaluating Cloze Test Scoresp. 139
Analyzing Cloze Test Responsesp. 140
Activity: Scoring and Analyzing a Cloze Testp. 142
Activity: Constructing, Administering, and Scoring a Cloze Testp. 147
The Content Reading Inventoryp. 147
Example of a Content Reading Inventory (Grade 4)p. 148
Activity: Developing a Content Reading Inventoryp. 149
The Group Reading Inventoryp. 150
Example of a Group Reading Inventory (Grade 4)p. 150
Activity: Group Reading Inventoryp. 152
Strategies for Evaluating Metacognitive Comprehension Skillsp. 154
Reciprocal Teachingp. 154
Reciprocal Teaching Guidep. 157
Prediction Guidep. 159
ReQuest Procedurep. 160
Activity: Evaluating Metacognitive Comprehension Strategiesp. 161
Directed Reading-Thinking Activityp. 162
Strategies for Evaluating Comprehension of Story Structurep. 167
Story Mapsp. 167
Story Map Formp. 169
Story Framesp. 171
Story Frame Formp. 173
Forms for Assessing Progress Using Story Maps and Story Framesp. 175
Literary Elements Individual Recordp. 177
Literary Elements Class Recordp. 179
Story Retellingp. 181
Sample: Story Retelling--A Quantitative Analysisp. 181
Activity: Evaluating Comprehension of Story Structurep. 182
Summaryp. 185
Suggested Readingsp. 185
Assessment of Word-Recognition Knowledge and Spelling Stagesp. 187
Assessing Word-Analysis Skillsp. 187
The Klesius-Homan Phonic Word-analysis Testp. 188
The Klesius-Homan Phonic Word-analysis Testp. 189
Sample: Klesius-Homan Phonic Word-analysis Testp. 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 Listsp. 202
Activity: Usign the Fry Instant Word Listsp. 202
Assessing Phonemic Awarenessp. 209
Test of Phonemic Awarenessp. 211
Activity: Test of Phonemic Awarenessp. 213
Assessing Spelling Stagesp. 215
Characteristics of Prephonemic Spellingp. 215
Characteristics of Early Phonemic Spellingp. 215
Characteristics of Letter-name Spellingp. 215
Characteristics of Transitional Spellingp. 216
Features List Analysis Forms for Assessing Spelling Stagesp. 216
Activity: Using the Features List Analysis Formp. 223
Activity: Using Children's Writing to Determine Spelling Stagep. 226
Summaryp. 231
Suggested Readingsp. 231
Grouping and Instructional Decision Makingp. 233
Groupingp. 233
Activity: Grouping for Reading Using Standardized Test Scores (Grade 5)p. 234
Instructional Decision Makingp. 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
Summaryp. 249
Suggested Readingsp. 249
Directions for the Language Experience Approachp. 251
Directions for the Directed Listening-Thinking Activityp. 253
Extra Formsp. 255
Glossaryp. 267
Referencesp. 271
Indexp. 273
Table of Contents provided by Syndetics. All Rights Reserved.

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