Literacy Assessment: Helping Teachers Plan Instruction / Edition 4

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Overview

This text takes the mystery out of literacy assessment by presenting it as a natural part of the instructional cycle and providing accessible routines for teachers. Its developmental-literacy stages framework and its practical, positive approach will help all teachers meet the challenge of teaching and assessing the reading progress of all students.

The authors explain how to observe children and determine where they are in the developmental literacy process, and how to assess literacy skills while in the act of teaching.

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Editorial Reviews

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"I have not found another text that meets our needs as well as this one."

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Product Details

  • ISBN-13: 9780495813866
  • Publisher: Cengage Learning
  • Publication date: 1/1/2010
  • Series: What's New in Education Series
  • Edition description: New Edition
  • Edition number: 4
  • Pages: 528
  • Sales rank: 304,205
  • Product dimensions: 7.90 (w) x 9.10 (h) x 0.90 (d)

Meet the Author

J. David Cooper (Ed.D., Indiana University) is a retired professor from Ball State University. Prior to teaching at the college level, he taught at elementary and secondary schools in Louisville, Kentucky. Dr. Cooper has served as a consultant to the Department of Education in Washington, D.C., numerous state departments of education, and school systems throughout the country. Active in the International Reading Association, he has spoken in all 50 states and eight countries. Dr. Cooper has authored or coauthored more than 20 books on the teaching of reading. He has served as an editor of Indiana Reading Quarterly and as a reviewer for such leading journals as The Reading Teacher, Journal of Reading, and National Reading Conference Yearbook. Currently, Dr. Cooper consults on literacy instruction with numerous school districts throughout the United States.

Nancy D. Kiger (Ed.D., Ball State University) has more than 40 years of experience in education. She is retired from the College of Education at the University of Central Florida, where for 15 years she taught courses in reading, language arts, and children's literature as well as supervised student teachers. She also taught at universities in Indiana and Missouri. She began teaching as an elementary classroom teacher; later she taught reading at the elementary and middle-school levels in Indiana. She has been a writer and editor of literacy materials for over 25 years.

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Table of Contents

I. Tools and Techniques for Assessment-Based Literacy Instruction 1. A Framework for Assessment-Based Literacy Instruction 2. Tools for Gathering Information in the Classroom 3. Specific Literacy Assessment 4. Matching Readers with Text: Measuring Materials and Readers 5. Published Standardized Measures: An Overview for Classroom Teachers 6. Instructional Routines for a Comprehensive Balanced Literacy Program: An Overview II. Literacy Stages: Assessment and Instruction 7. Early Emergent Literacy 8. Emergent Literacy 9. Beginning Reading and Writing 10. Almost Fluent Reading and Writing 11. Fluent Reading and Writing III. Beyond the Classroom 12. Collaborating with Families, Peers, and Other Professionals

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