Assessment for Reading Instruction, Third Edition: Edition 3

Guilford Publications
3
Free sample

This trusted teacher guide and widely adopted text provides a comprehensive conceptual framework and hands-on practical tools for reading assessment. The authors present a clear roadmap for evaluating K-8 students' strengths and weaknesses in each of the basic competencies that good readers need to master. Teachers learn how to select, administer, and interpret a wide range of formal and informal assessments, and how to use the results to improve instruction. In a large-size format for easy photocopying, the book includes 30 reproducible assessment tools. Purchasers get access to a Web page where they can download and print the reproducible materials.

New to This Edition
*Chapter on assessing vocabulary.
*Additional instruments, including the Informal Decoding Inventory and the Motivation to Read Profile--Revised.
*Links to the Common Core State Standards (CCSS) have been added throughout.
*The latest research and more instructional strategies in every area.

See also Reading Assessment in an RTI Framework, which offers systematic guidance for conducting assessments in all three tiers of RTI.
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About the author

Michael C. McKenna, PhD, was Thomas G. Jewell Professor of Reading in the Curry School of Education at the University of Virginia until his death in 2016. He authored, coauthored, or edited more than 20 books, including Assessment for Reading Instruction, Third Edition; How to Plan Differentiated Reading Instruction, Second Edition: Resources for Grades K–3; and Organizing the Early Literacy Classroom; as well as over 100 articles, chapters, and technical reports on a range of literacy topics. Dr. McKenna also served as Series Editor, with Sharon Walpole, of The Essential Library of PreK–2 Literacy. His research was sponsored by the National Reading Research Center and the Center for the Improvement of Early Reading Achievement. He was a corecipient of the Edward B. Fry Book Award from the Literacy Research Association and the Award for Outstanding Academic Books from the American Library Association, and a member of the Reading Hall of Fame.

Katherine A. Dougherty Stahl, EdD, is Clinical Associate Professor of Reading at New York University, where she serves as Director of the Literacy Program and teaches graduate courses. In addition to teaching in public elementary school classrooms for over 25 years, Dr. Stahl has extensive experience working with struggling readers in clinical settings. Her research focuses on reading acquisition, struggling readers, and comprehension. Her books include Reading Assessment in an RTI Framework (coauthored with Michael C. McKenna). She is a recipient of the Jeanne Chall Visiting Researcher Award from Harvard University and the Teaching Excellence Award from the Steinhardt School of Culture, Education, and Human Development at New York University.
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Additional Information

Publisher
Guilford Publications
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Published on
Jun 23, 2015
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Pages
324
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ISBN
9781462521050
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Best For
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Language
English
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Genres
Education / Teaching Methods & Materials / Reading & Phonics
Education / Testing & Measurement
Language Arts & Disciplines / Literacy
Language Arts & Disciplines / Reading Skills
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Content Protection
This content is DRM protected.
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Eligible for Family Library

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Hundreds of thousands of teachers have used this highly practical guide to help K-12 students enlarge their vocabulary and get involved in noticing, understanding, and using new words. Grounded in research, the book explains how to select words for instruction, introduce their meanings, and create engaging learning activities that promote both word knowledge and reading comprehension. The authors are trusted experts who draw on extensive experience in diverse classrooms and schools. Sample lessons and vignettes, children's literature suggestions, end-of-chapter summaries, and "Your Turn" learning activities enhance the book's utility as a classroom resource, professional development tool, or course text.

New to This Edition
*Reflects over a decade of advances in research-based vocabulary instruction.
*Chapters on vocabulary and writing; assessment; and differentiating instruction for struggling readers and English language learners, including coverage of response to intervention (RTI).
*Expanded discussions of content-area vocabulary and multiple-meaning words.
*Many additional examples showing what robust instruction looks like in action.
*Appendix with a useful menu of instructional activities.

See also the authors' Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples, which includes specific instructional sequences for different grade ranges, as well as Making Sense of Phonics, Second Edition: The Hows and Whys, by Isabel L. Beck and Mark E. Beck, an invaluable resource for K-3.
The major shift going on today in the technologies of reading and writing raises important questions about conventional conceptions of literacy and its role in education, society, and culture. What are the important characteristics of electronic forms of reading and writing distinguishing them from printed forms? To what extent and in what ways is literacy being transformed by new technologies? This central question is addressed in this volume from diverse, multidisciplinary perspectives. The contributing authors focus on a guiding question in one of the following areas, which correspond to the major sections of the book:

*Transforming Texts. What are the new differences between printed and electronic texts, and what are the implications of new textual forms for defining literacy, especially in regard to teaching and learning in schools?
*Transforming Readers and Writers. How do electronic reading and writing change conceptualizations of literacy development from childhood through adulthood?
*Transforming Classrooms and Schools. What are the effects of introducing new reading and writing technologies into schools and classrooms?
*Transforming Instruction. How can instruction be adapted in response to the changing literacy landscape, and how can teachers and students exploit forms of reading and writing to enhance teaching and learning?
*Transforming Society. What are the broad societal implications of the increasing prevalence of electronic forms of reading and writing?
*Transforming Literacy Research. What are the questions that must be addressed as digital reading and writing become more common, and what approaches to research will be most useful in addressing those questions?

This volume is the result of an interactive process. The contributors met as a group to discuss drafts of their chapters at a one-day meeting convened and sponsored by the National Reading Research Center, and had read each others' chapters prior to this gathering. That meeting was followed by a two-day conference attended by approximately 180 researchers, educators, and policymakers who responded to an open invitation to present papers and to attend sessions focusing on the six major themes of the book. Contributors then revised their chapters based on interactions with fellow contributors, conference participants, and volume editors. Thus, this work is more than just a compilation of the individual authors' views. Rather, it represents a synthesis of a broad range of current thinking about how literacy is being and may be transformed by technology.
This text gives prospective and practicing teachers a comprehensive understanding of how to teach multiple literacies in elementary and middle school classrooms. All of the literacies--dance, music, visual arts, popular culture, media, and computer technologies--are integrated with reading and writing. Balanced treatment is given to theoretical perspectives and practical applications. The text features authentic cases written by preservice teachers, and commentaries on the cases from practitioners and university professors. The cases are designed to prepare future teachers for the PRAXIS teacher certifying exam and others offered in many states.

Three theoretical chapters support the practical applications:
*Chapter 1 addresses the benefits of writing and analyzing cases and the specific attributes of exemplary teaching cases, and offers guidelines for teachers to author their own case narratives and questions for analyzing and discussing case issues with peers.
*Chapter 2 discusses the role of electronic symbol making and multiple sign systems in children's literacy and how children use symbols to receive and express meaning.
*Chapter 3 offers a theoretical framework that helps define and enable teachers to use the new literacies of Internet technology, and provides a strong rationale for expanding traditional definitions of literacy.

The practical applications chapters (chaps. 4-12) gradually lead readers toward a deeper understanding of how to conceptualize and structure more complex, integrated lessons. In each of these chapters:
*An "Overview" provides up-to-date information about the particular form of literacy discussed in the chapter.
*A helpful "What Do You Need to Know and How Do You Begin" section offers ideas and tasks for teachers who wish to nurture their artistic and technological aptitudes, expand their understanding of popular culture media, and increase their knowledge about integrating diverse communication forms into cohesive themed units or instruction.
*Exemplary cases--the heart of these chapters--present preservice teachers' candid descriptions of their reflections, confusions, and concerns as they support K-8 students writing and writing development through multiple literacy approaches.
*Case-specific questions encourage readers to take an active part in analyzing, documenting, and discussing the particular issues raised.
*"Commentaries" by skilled practitioners and university professors provide sound teaching suggestions, scholarly perspectives, and sometimes contrasting solutions to the dilemmas described in the cases.
*"Reflections and Explorations" activities help teachers become more actively involved in thinking and learning about multiple literacies.
*"Practical Applications" questions engage teachers in considering their own teaching environments and goals as they integrate multiple literacy lessons into their curriculum.
*"Suggested Readings" support teachers in constructing more in-depth knowledge about the chapter topics.
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