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More About This Textbook
Overview
Bell/McCallum, Handbook of Reading Assessment
Comprehensive, readable, and filled with numerous authentic examples, the Handbook of Reading Assessment addresses the continuum of reading assessments from informal, classroom-based to high-stakes formal testing.
Reviewers rave about the Handbook of Reading Assessment:
“The Handbook is a powerful resource to help readers carefully consider and select assessments to inform instruction. The authors address the areas of reading identified by the National Reading Panel, discuss various models of reading, and present guidelines for educators whose students may be at the elementary, secondary, or post-secondary levels. In addition, the authors have created an Inclusive Model of Reading that will aid educators in understanding the nature of common reading problems. I would highly recommend this Handbook.”
-Cheryl L. Cooke, PhD., Stillwater Area Public Schools
“The material is very helpful and inclusive. It helps teachers with recording and interpretation of results.”
-Margaret A. Deitrich, PhD., Austin Peay State University
“The discussion of intelligence and reading level is on point, relevant, and a strength of this text.”
-Bill Clarke, Literacy Coordinator for Blackstone Academy Charter School
Key Features
Designed for use by advanced undergraduates and graduates in general education, reading education, special education, and school psychology, this much-needed resource addresses the wide range of reading assessments educators must be able to use and understand to effectively assess, instruct, and to communicate across disciplines.
Product Details
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Table of Contents
Rationale Educators Speaking the Same Language Inclusive Coverage of Reading Assessment
CHAPTER 1 ASSESSMENT OF READING: THE CONTEXT
Teachers in Action Meet Lesa Crockett Meet Greg Haywood Meet Harley Charles Meet Maria Sanchez What is the Role of Assessment in Instruction?
What Do Teachers Need to Know About Reading Assessment?
Purposes of Assessment Instructional Planning Progress monitoring Accountability Eligibility for Special Education Services What is Reading?
What Are the Critical Areas of Reading?
What is the Multitiered Model of Instruction?
What is Scientifically-Based Research in Reading?
Appreciating Effective Research Peer-Reviewed Journals Reviewing and Using Evidence Based Research Findings What is a “true experimental” design?
What is a “quasi-experimental” design?
What is a correlational design?
What is a single subject design?
Quantitative versus qualitative research.
What is a qualitative case study?
What is Action Research?
How Does Scientifically-based Research Help Teachers in the Classroom?
What are the Reading Wars and How are They Related to Assessment?
What are the Major Types of Assessment?
Summary
CHAPTER 2 NATURE OF READING
Historical Context for Models of Reading Developmental Models of Reading Chall’s Stage Model of Reading Spear-Swerling and Sternberg Model of Reading Frith’s Developmental Phase Model Adam’s Cognitive Model of Reading Information Processing Model of Reading What is the Relationship Between Reading and IQ?
Transactional View of Reading Speaking, Reading, and Writing An Inclusive View of Reading How Do We Know if a Student Has a Reading Disability?
How do We Distinguish English Language Learning Challenges from Disabilities?
Low Literacy Adults The Literacy Instruction Pie Using Knowledge of Reading to Understand Reading Assessment Summary
CHAPTER 3 INFORMAL ASSESSMENT: INFORMING INSTRUCTION
Observation and Interview Teacher-Made and Teacher-Selected Curriculum-Related Assessment Specific Skills Assessments Error Analysis Informal Reading Inventories Getting Started with the IRI Quantitative Analyses of IRIs Qualitative Analyses of IRIs Abbreviated Assessment with IRIs Using IRIs to Assess Listening Comprehension Teacher-Made IRIs Limitations of IRIs Running Records Curriculum Based Assessment Using Teacher-Constructed CBM to Assess Reading Portfolio Assessment Readability Leveled Texts Special Considerations in the Informal Assessment of Young Children Special Considerations in the Informal Assessment of Adults Special Considerations in the Informal Assessment of English Language Learners Summary
CHAPTER 4 INFORMAL ASSESSMENT: PROGRESS MONITORING
The Assessment Continuum Reliability and Validity Reliability Validity Criterion-Referenced Assessment The Brigance Inventories Progress Monitoring The Dynamic Indicators of Basic Early Literacy Skills Adequacy of Progressing Monitoring Systems Computer-based Assessment of Reading Special Considerations for Adult and ELL Learners Summary
CHAPTER 5 FORMAL ASSESSMENT OF READING: INDIVIDUALIZED ASSESSMENT
Development of Formal Reading Measures Types of Scores Administration and Scoring of Formal Tests Determining Chronological Age Individualized versus Group Tests Test Bias Selecting Formal, Individualized Instruments Summary
CHAPTER 6 FORMAL GROUP ASSESSMENT: FOCUS ON ACCOUNTABILITY
Context for Formal, Standardized Assessment Characteristics of Formal, Standardized Testing Group Achievement Tests for Instructional Planning and Progress Monitoring High-Stakes Testing Formal Group Achievement Testing for Accountability: Two Well-Known Examples What do Group Norm-referenced Measures of Reading Look Like?
Special Considerations for Adult and ELL Learners Summary
CHAPTER 7 USING INFORMAL AND FORMAL ASSESSMENT DATA TO INFORM TEACHING
Selecting and Evaluating Assessments Assessment of Writing Motivating Students to Read Classroom Observations Reading Journals Sentence Completion Forms Thought Bubble Technique Interest Inventories Attitude Inventories Interviews Using Affective Information Other Within-the-Individual Variables: Cognitive Correlates of Reading Gathering and Evaluating Data Pulling it All Together!
Assessment-to-Instruction for an Entire Class Assessment-to-Instruction for Individual Students Data-Based Problem Solving Remediation versus Compensation Individual Education Program (IEP)
Assessment to Instruction Summary