Content Area Reading Assessment: A Formative Measure of the Common Core State Standards / Edition 1

by Lauren Leslie

Overview

This informative new book gives pre- and in-service teachers valuable help for assessing reading comprehension and meeting the needs of adolescent learners in the age of the Common Core State Standards. The Content Area Reading Assessment (CARA) is a formative, group-administered assessment of reading comprehension that teachers can use to determine students’ abilities to answer questions based on the Common Core State Standards (CCSS) for English Language Arts and Literacy (ELA) in Content Areas. CARA is comprised of literature, social studies, and science passages taken from representative textbooks at grades four through high school.

Product Details

ISBN-13:	2900132596465
Publisher:	Pearson
Publication date:	10/21/2014
Edition description:	New Edition
Pages:	480
Product dimensions:	6.00(w) x 1.25(h) x 9.00(d)

About the Author

Lauren Leslie founded and directed the Hartman Literacy and Learning Center and its predecessor at Marquette University for over 25 years. She has published over 25 research articles and she is the co-author (with JoAnne Caldwell) of the Qualitative Reading Inventory-5 and Intervention Strategies to Follow Informal Reading Inventory Assessment: So, what do I do now? She also co-authored (with JoAnne Caldwell) a chapter, “ Formal and Informal Measures of Reading Comprehension” in the Handbook of Research on Reading Comprehension (2009). She received the Albert J. Harris Award from the International Reading Association in 2001 for an article written with L. Allen, “Factors that predict success in an early literacy intervention program.” In 2006, she received the Mary Neville Bielefeld Award for Career Achievement for her contributions to teaching, research, and service, particularly the mentoring of women faculty and students. She is Professor Emerita at Marquette.

JoAnne Schudt Caldwell is the co-author with Lauren Leslie of The Qualitative Reading Inventory – 5 and Intervention Strategies to Follow Informal Reading Inventory Assessment: So What Do I Do Now? She is the author of Reading Assessment: A Primer for Teachers and Coaches and Comprehension Assessment. She also co-authored Reading Problems: Assessment and Teaching Strategies with Joyce Jennings and Janet Lerner. She received her Ph.D. in Educational Psychology from Marquette University and is Professor Emerita at Cardinal Stritch University. She has published numerous articles as well as a chapter in Quality Literacy Instruction for Students with Autism Spectrum Disorders and a chapter in the Handbook of Research on Reading Comprehension with Lauren Leslie. She received the Outstanding Service Award from the Wisconsin State Reading Association (1996), the Wisconsin Teacher Educator of the Year Award (1997) and the Achievement Award from Marquette University School of Education (2005). She is Professor Emerita at Cardinal Stritch University.

Table of Contents

CHAPTER 1: Introduction to the CARA

CHAPTER 2: Research Perspective for the CARA

CHAPTER 3: Description of the CARA

CHAPTER 4: Directions for Administering and Scoring of the CARA Questions–Part I

CHAPTER 4: Scoring CARA Options–Part II

CHAPTER 5: Suggestions for Classroom Instruction–Part 1

CHAPTER 5: Strategies for Specific Standards – Part 2

CHAPTER 6: Challenges in the Development of the CARA

CHAPTER 7: Teacher Answer Keys

CHAPTER 8: Student copies

References

Index

Editorial Reviews

The research, piloting, and explanation of all aspects of the CARA are there. The rationale is convincing and clear. Directions for administering the test are sound and easy to follow. As a formative test, the authors may just have struck gold.

I would definitely recommend that all my ELA colleagues purchase and read this text so we could, as a school, utilize the CARA. The book and assessment are very valid, and if all of the staff could utilize the same assessment, it would help teachers to better serve our students. -- Lynette Miller, Licking Heights Central Middle School (OH)

I feel that the authors have offered an interesting new approach to literacy assessment that will be of interest to teachers in this era of Common Core standards-based instruction.

I read this through three lenses. First, thinking of my undergraduate students who had very little background with the content and would need a detailed explanation, second thinking of my content area teachers who are resistant to teaching reading and administering a reading assessment, and third thinking of the veteran teachers in my graduate classes who are having to rethink what they may have been told about issues such as prior knowledge, etc. It is appropriate for all three audiences. -- Dr. Beth Pendergraft, Georgia Regents University

From the Publisher