Reading Diagnosis for Teachers: An Instructional Approach / Edition 4

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2001 Trade paperback 4th ed. New. No dust jacket as issued. Trade paperback (US). Glued binding. 368 p. Audience: General/trade.

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Built on a case-study approach to reading diagnosis, this classroom-based book features strong research, a theoretical foundation and a developmental, constructivist perspective of literacy. In this fourth edition, the authors offer an Instructional Approach that consistently helps the reflective practitioner connect diagnosis with instructional planning. It provides many more cases from actual students and classrooms than other diagnostic books, as well as a strong research and theoretical grounding for practice. The book introduces readers to early literacy screening, running records, informal reading inventories, miscue analysis and much more. For teachers and practitioners and students training to work in reading assessment.
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Editorial Reviews

From the Publisher

Carol D. Wickstrom, University of North Texas: “It looks at a wide range of readers and writers, is grounded in theory but does not over tax the reader with so much theory that it becomes impossible to negotiate so that it remains engaging.”

Lynn Saffer Domino, Florida Atlantic University: “Most chapters are easily read and by asking the reader to reflect, it gives them insightful skills into the reading process.”

Janet Towell, Florida Atlantic University: “It’s comprehensive (reading skills and strategies) and there are some good examples of case studies.”

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Product Details

  • ISBN-13: 9780801330575
  • Publisher: Pearson
  • Publication date: 8/1/2001
  • Edition description: Older Edition
  • Edition number: 4
  • Pages: 406
  • Product dimensions: 6.88 (w) x 9.16 (h) x 0.72 (d)

Meet the Author

Rebecca Barr was Professor of Education and Director of the Doctoral Program at National College of Education of National-Louis University, Chicago, Illinois. She was also editor of the Handbooks of Reading Research, the past president of the National Reading Conference and Editor of the Journal of Reading Behavior. She was a noted educator, scholar, and researcher.

Camille Blachowicz is Professor of Education and Director of the Reading Program and The Reading Center at National College of Education of National-Louis University, Chicago, Illinois. She is the author of numerous chapters, articles, and books primarily in her research area, vocabulary instruction, and speaks widely nationally and internationally. Dr. Blachowicz was named to the roster of Outstanding Teacher Educators in Reading by the International Reading Association and has been the recipient of grants and fellowships from the Institute of Educational Sciences, the Spencer and Fulbright Foundations.

Ann Bates is Assistant Professor of Education and Clinical Director of the Reading Center at National-Louis University, Chicago, Illinois. She writes, researches, and speaks on clinical practice, early reading and story telling. Currently she is a research associate on the federally funded Multi-faceted Comprehensive Vocabulary Improvement Program Project.

Claudia Katz is Assistant Professor of Education and Director of Professional Outreach for the Reading and Language Department at National College of Education of National-Louis University, Chicago, Illinois. She has been a columnist for the Journal of Adolescent and Adult Literacy and writes, researches, and speaks on adolescent literacy and literature.

Barbara Kaufman is Adjunct Instructor of Education at National College of Education of National-Louis University, Chicago, Illinois. She is also director of The Good News Tutoring Program, one of the oldest continuous community tutoring programs in the United States. She is a coach-facilitator with Literacy Partners of The Chicago Literacy Initiative Partnership, a project in urban school reform.

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Table of Contents

1 Model for Reading Diagnosis and Instructional Planning 1
2 Knowledge of Print: Its Development, Assessment, and Instructional Support 31
3 Knowledge of Print: Oral Reading Analysis and Instructional Support 71
4 Prior Knowledge and Vocabulary: Development, Assessment, and Instructional Support 106
5 Reading Comprehension: Its Nature and Development 151
6 Reading Comprehension: Assessment and Instructional Support 188
7 Writing: A Window on Reading 221
8 Using Informal Reading Inventories and Extended Passages 249
9 Decision Making: Organizing, Using, and Communicating Assessment Information 294
App. A Dolch Basic Sight Vocabulary 326
App. B Blachowicz Informal Phonics Survey 328
App. C Complete Records of Performance on an IRI: James 332
App. D Assessment Instruments 355
App. E List of Books Leveled by Teachers 370
References 382
Name Index 396
Subject Index 401
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