Adolescent Literacy Inventory, Grades 6-12

Adolescent Literacy Inventory, Grades 6-12

by William G. Brozo, Peter P. Afflerbach
     
 

ISBN-10: 0205569994

ISBN-13: 9780205569991

Pub. Date: 03/10/2010

Publisher: Pearson

The Adolescent Literacy Inventory (ALI) helps teachers understand students' reading as it develops.

The Adolescent Literacy Inventory,Grades 6-12, is a revolutionary new assessment tool that makes it possible for middle and high school teachers to learn more about their students’ reading and writing

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Overview

The Adolescent Literacy Inventory (ALI) helps teachers understand students' reading as it develops.

The Adolescent Literacy Inventory,Grades 6-12, is a revolutionary new assessment tool that makes it possible for middle and high school teachers to learn more about their students’ reading and writing abilities than ever before. Two premier adolescent literacy and literacy assessment experts Bill Brozo and Peter Afflerbach, have incorporated into ALI passages from actual science, social studies, English/Language Arts, and math textbooks, allowing teachers and literacy specialists to efficiently diagnose students’ academic literacy abilities. The ALI provides teachers with information not only on reading skill and strategy but also on how students use these in content areas, so teachers can determine the most appropriate text adaptations and instructional strategies for their students.

Take a peek inside...

  • Includes authentic assessment passages from actual student textbooks in the four major content area domains
  • Features alternative assessment passages for each grade level and content area
  • Embeds comprehension questions within each passage that allow teachers and students to check for comprehension as they read
  • Allows teacher to determine the best assessment path for each student with the "Decision Tree" feature

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Product Details

ISBN-13:
9780205569991
Publisher:
Pearson
Publication date:
03/10/2010
Edition description:
New Edition
Pages:
696
Sales rank:
680,947
Product dimensions:
8.20(w) x 10.80(h) x 1.40(d)

Related Subjects

Table of Contents

Section 1

Introduction to the Adolescent Literacy Inventory and the Adolescent Reader

--The Adolescent Literacy Inventory and the Construct of Reading

--How Does Such an Assessment Enterprise Work?

--The Adolescent Literacy Inventory and the Construct of Assessment

--Ecological Validity

--Consequences of Assessment

--Demands on Our Students in School and in the World Beyond School

--Formative Uses of the Adolescent Literacy Inventory

--Characteristics of Adolescent Readers and Writers

--Theoretical and Research Dimensions of Adolescent Literacy

--Cognitive Strategies and Reading

--Advances in Our Understanding and Use of Effective Reading Assessment

--The Role of Formative Literacy Assessment in Improving Adolescents’ Literacy

--References

Section 2

A Description of the Components of the Adolescent Literacy Inventory and Administration Procedures

--Decision Tree

--Development and Description of the Features of the ALI

--The Maze Placement Passages: Development and Directions

--Administering Maze Passages

--Reading Passages: Development and Directions

--Pre-Reading Administration Options

--Text impression and Venn diagram

--Vocabulary self-awareness

--Reading Comprehension Questions

-Passage Reading Options

--Procedures For Assessing A Student’s Ability to Read Content Text

--Procedures For Assessing A Student’s Reading Skills

--Oral Reading

--Words Correct Per Minute (WCPM)

--Steps in Conducting a WCPM Assessment

--Miscues and Miscue Analysis

Steps In Conducting An Assessment Of Oral Reading

Miscues

--Marking and Analyzing Oral Reading Miscues

--Content Specific Reading Abilities and Skills

--Interactive Assessment

--Steps in Conducting an Interactive Assessment

--References

Section 3

The Adolescent Literacy Inventory: Next Steps

--Maximizing the Results of the Adolescent Literacy Inventory

--Patterns of Reading Challenge and Next Steps

--1. The reader who lacks prior knowledge for the text

--Actual behaviors

--Next steps

-2. The reader who needs to better understand that reading is done to construct meaning from text and not to demonstrate perfect oral reading

--Actual behaviors

--Next steps

--3. The student who focuses on word-by-word reading but does not understand

--Actual behaviors

--Next steps

-4. The student who has individual skills and strategies but isn’t able to coordinate them to achieve success in reading

--Actual behaviors

--Next steps

--5. The reader who is experiencing word-level processing bottlenecks

--Actual behaviors

-Next steps

--A Final Note on Motivation and Reader Self-Esteem

--Actual behaviors

--Next steps

Section 4

Math: Teacher and Student Protocols

Section 5

Language Arts: Teacher and Student Protocols

Section 6

Science: Teacher and Student Protocols

Section 7

Social Studies: Teacher and Student Protocols

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