Bader Reading & Language Inventory

by Lois Bader, Daniel Pearce

Overview

The Bader Reading and Language Inventory presents a much-needed, highly authoritative model for ensuring K—12 readers’ growth, assessing the effectiveness of specific reading approaches, and diagnosing a wide range of literacy needs. In it, teachers, teachers of adult students, reading specialists, and clinicians get a flexible approach to carrying out every aspect of effective reading and learning assessment–from a quick screening through a comprehensive reading assessment. Included are personal interviews and student reflection, observations, informal and formal tests, and diagnostic teaching, plus valuable research-based tools and guides that complement the assessment model and provide a balance of assessment practice that doesn’t over-test students.

Product Details

ISBN-13:	9780132943680
Publisher:	Pearson Education
Publication date:	10/18/2012
Edition description:	New Edition
Pages:	288
Product dimensions:	8.30(w) x 10.80(h) x 0.60(d)

About the Author

Lois A. Bader, Michigan State University Professor Emeritus, continues her extensive consultation and research in literacy. As Executive Director of the Capital Area Literacy Coalition (CALC) in Lansing, Michigan, she involves university students and community volunteers to extend clinical and remedial services to a wide range of clients. CALC’s ELL, GED, workplace, K–12, and adult programs are ongoing. Dr. Bader’s awards include CASE Professor of the Year, ALER Research and Scholarship Award, and Michigan Women’s Hall of Fame.

Daniel L. Pearce is Professor of Literacy Education at Texas A&M University–Corpus Christi. He is Chair of the Department of Curriculum and Instruction and Director of the PhD programs in literacy and general education. He has won awards for teaching, service, and scholarship. His interests lie in reading diagnosis, working with problem readers, reading comprehension, and school improvement projects.

Table of Contents

Part ONE USING THE BADER READING AND LANGUAGE

INVENTORY 1

BADER READING AND LANGUAGE INVENTORY 3

Introduction

Assessment Model

Content of the Inventory

Administering the Inventory

Preparation for Using the Inventory 5

Testing Sequences: Flowcharts

Getting Optimum Results from Testing

Summarizing the Assessment Data

Part TWO TEST BATTERY 9

STUDENT PRIORITIES AND INTERESTS

ENGLISH LANGUAGE LEARNING

GRADED WORD RECOGNITION LISTS

Purpose

Administration

USING EXPERIMENTAL WORD LISTS 25

Adult Thematic Lists

USING GRADED READER’S PASSAGES

Graded Reader’s Passages

Reading and Listening Levels

Determining a Starting Point

Oral Reading

Qualitative Analysis

Qualitative Analysis and Instruction 34

Silent Reading and Listening Comprehension

Interpreting and Summarizing the Results of the Graded Passages

Example of Testing for Instructional Level

Differences in Word List and Passages Performance

Determining Instructional Levels

Graded Reader Passages Reader Record Sheets

Oral Reading: Prepared

Oral Reading: Unprepared

Oral Reading Miscues

Silent Reading/Comprehension

PHONEMIC AWARENESS 78

Rhyme Recognition 78

Initial Phoneme Recognition 78

Ending Phoneme Recognition 78

Phonemic Manipulation 79

Blending 79

Segmenting 79

Letter Knowledge 81

Hearing Letter Names in Words 84

PHONICS AND STRUCTURAL ANALYSIS TESTS 86

Phonics 86

Structural Analysis 96

SPELLING TESTS 103

Administration 103

Interpretation 103

Summarizing Student Spelling Performance 104

Cognitive Development as a Basis for Selecting a Remedial Reading Approach 104

References 106

Diagnostic Spelling Tests 107

VISUAL AND AUDITORY DISCRIMINATION 111

Visual Discrimination Tests 111

Auditory Discrimination Tests 114

PRELITERACY AND EMERGINNG LITERACY ASSESSMENT 116

Literacy Awareness: Assessment of Beginning Concepts about Print 116

CLOZE TEST 121

ORAL LANGUAGE ASSESSMENT

Evaluation of Expression

Evaluation of Oral Language Reception

WRITING EVALUATION 134

Handwriting: Writing Letters 134

Handwriting: Writing Words in Sentences 134

Near- and Far-Point Copying 134

Writing from Dictation 134

Expressing Ideas in Writing 134

ARITHETIC TEST 137

Purpose 137

Administration 137

Scoring and Interpretation

CURRICULUM BASED ASSESSMENT

Description 140

Purposes 140

Construction 140

Administration 143

Scoring 143

Analysis 144

PART THREE RECORDING, SUMMARIZING, INTERPRETING

145

INSTRUCTOR’S RECORDS: K-12 153

CASE STUDY: JACKIE 156

Getting Started 156

Home and Family Resources 156

Ruling Out Problems and Developing a Diagnostic Plan 156

Analyzing Reading Abilities 157

Finding Specific Needs 157

Summarizing the Findings; Making Recommendations 158

Case Analysis 158

Referrals: Case Excerpts 159

Part FOUR DEVELOPMENT OF THE INVENTORY: VALIDITY AND REALIBILITY

DEVELOPING AND VALIDATING THE INVENTORY

The Graded Word Lists

Validity of the Graded Word Lists

The Graded Reader’s passages

Recall and Question Construction

Assessing Text Structure

Reliability

Validity

Fluency and Rate

Instructional Level

Other Inventory Subtests and Checklists

Emergent Literacy

Phonemic Awareness and Manipulation

Curriculum Based Assessment

English Language Assessment

References and Suggested Readings

Part Five DIRECTIONS FOR THE DVD

Getting Started

Using the DVD

Scored Examiners Sheets from the DVD

Examiner Forms for the 7^th edition

Part Six READER’S PASSAGES

Editorial Reviews

The Basic Reading Inventory is an easy-to-use, individually administrated informal reading assessment which identifies students' strengths and weaknesses in reading. It is an all-in one package which includes all of the tools needed for students to assess, interpret, and develop responsive reading instruction for administering, scoring, and interpreting the BRI.

Although Assessment drives reading instruction, my students need to learn how to teach reading before they can assess and evaluate. Kudos to Bader & Pearce for putting together an impressive collection of informal assessments for teachers! Inventory provides a step by step process on how to evaluate various reading/language components for students.

- Joyce R. Jeewek, Professor, Benedictine University, College of Education, Lisle, IL

From the Publisher