Reading Diagnosis for Teachers: An Instructional Approach, Fifth Edition, consistently helps the reflective practitioner connect diagnosis with instructional planning. Built on a case-study approach to reading diagnosis, this classroom-based text features strong research, a theoretical foundation, and a developmental, constructivist perspective of literacy. It provides many more cases from actual students and classrooms than other diagnostic texts, as well as a strong research and theoretical grounding for practice.
Well-known authors Rebecca Barr, Camille L. Z. Blachowicz, Ann Bates, Claudia Katz, and Barbara Kaufman introduce readers to early literacy screening, running records, informal reading inventories, miscue analysis, assessment issues related to national and state initiatives, and much more.
Features of the Fifth Edition Include:
Emphasis on the careful observation of children in many types of reading and writing activities, and on the development and application of teachers' diagnostic insights.
An exceptionally strong research base, integrated with excellent primary sources.
A chapter on writing and portfolio assessment (Ch. 7).
Brief “Pause and Reflect” questions — sometimes more than a dozen per chapter — ask readers to think diagnostically and draw applications for instruction.
“Try It Out” sections at the end of each chapter provide further applications and help readers assemble student and teacher portfolios.
NEW! Assessments reflect Reading First and No Child Left Behind.
NEW! Increased coverage of early assessment throughout the book helps teachers during early intervention screening.
NEW! A revised Appendix D consists of a comprehensive list of assessment tools to help practitioners easily locate appropriate tools for the classroom.
NEW! Connections to IRA standards for the reading specialist appear in every chapter.
“This text stands out because of the great detail with which it is written and the scenarios that guide the reader through the diagnosis process. Reading this text gives the reader an excellent picture of how an assessment-based literacy program works. The authors provide step-by-step procedures for teachers to follow as they implement a balanced literacy program based on authentic assessment.”
-- Melinda S. Miller, SamHoustonStateUniversity
“I feel each student should have the latest information on the theory and practice on Reading (and Writing) Diagnosis as future members of the profession. It is also important that each future teacher has an updated list of available ‘Assessment Instruments’ (see Appendix D) and a current list of ‘Resources for Leveling Books’ (see Appendix E).”