ISBN-10:
0137048386
ISBN-13:
2900137048389
Pub. Date:
02/10/2010
Publisher:
Pearson
Strategies for Reading Assessment and Instruction: Helping Every Child Succeed / Edition 4

Strategies for Reading Assessment and Instruction: Helping Every Child Succeed / Edition 4

by D. Ray Reutzel
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  • Product Details

    ISBN-13: 2900137048389
    Publisher: Pearson
    Publication date: 02/10/2010
    Series: Pearson Custom Education Series
    Edition description: Older Edition
    Pages: 480
    Product dimensions: 7.90(w) x 9.90(h) x 0.70(d)

    About the Author

    D. Ray Reutzel is the Emma Eccles Jones Distinguished Professor and Endowed Chair of Early Childhood Education at Utah State University. He has served as technical assistant to the Reading Excellence Act and the Reading First federal reading reform projects in Utah and has taught in Kindergarten, first grade, third grade, and sixth grade. Dr. Reutzel is the recipent of the 1999 A.B. Herr Award for Outstanding Research and Published Contributions to Reading Education, the 2004 Researcher/Scholar of the Year Award at Utah State University, and the 2007 John C. Manning Public School Service Award. Dr. Reutzel is the author of more than 175 refereed research reports, articles, books, book chapters, and monographs

    Dr. Robert B. Cooter, Jr. is the Ursuline Endowed Chair and Professor of Teacher Education at Bellarmine University in Louisville, Kentucky. His research focuses on the improvement of reading instruction for children living at the poverty level.

    In the public schools, Dr. Cooter was named a Texas State Champion for Reading for development of the Dallas Reading Plan. He has authored or co-authored 20 books in reading education and more than 60 journal articles. In 2008 Cooter received the A.B. Herr Award for contributions to the field of literacy and was recently elected to serve as president of the Association of Literacy Educators and Researchers.

    Table of Contents

    Section IFocus on Comprehensive Reading Instruction
    Chapter 1No Child Left Behind: Comprehensive Reading Instruction1
    The Reading Wars: A Time of Turmoil in Reading Instruction2
    Balanced Reading Instruction: Attempted Compromise, Confused Message4
    The Milestones of Reading Development: Knowing Which Skills to Teach and When12
    Comprehensive Reading Instruction: Purposeful Assessment17
    An Invitation ...20
    Selected References21
    Chapter 2Classroom Reading Assessment25
    Learning Fundamentals26
    Principles of Classroom Reading Assessment31
    Finding Out What Kids Can Do: Basic Assessment Strategies34
    Comprehension Assessment Basics: Using Retellings41
    Analyzing Assessment Information: If-Then Thinking42
    Only the Beginning ...50
    Selected References50
    Chapter 3Understanding Reading Instruction53
    Reading to, with, and By Children53
    Reading to Children54
    Reading with Children62
    Reading By Children73
    Library Corner79
    Selected References79
    Section IIOrganizing for Instruction
    Chapter 4Organizing for Effective Reading Instruction83
    Creating Effective Classrooms83
    Scaffolding Classroom Reading Instruction (K-2): The Primary Grades Literacy Workshop100
    Scaffolding Classroom Reading Instruction (3-6): The Reading Workshop107
    Selected References116
    Section IIIAssessment and Intervention Strategies
    Chapter 5Oral Language Assessment and Development119
    Background Briefing for Teachers119
    Assessing Oral Language Development124
    Teaching Strategies for Developing Oral Language130
    Intervention Strategy Guide for Oral Reading131
    Selected References139
    Chapter 6Children's Concepts About Print141
    Background Briefing for Teachers142
    Assessing Children's Concepts About Print145
    Instructional Interventions and Strategies: Helping Every Student Learn the Concepts About Print151
    Intervention Strategy Guide for Concepts About Print152
    Additional Strategies for English Language Learners164
    Including All Students166
    Selected References167
    Chapter 7Phonemic Awareness and Alphabetic Principle171
    Background Briefing for Teachers171
    Assessment Category IAssessing Phonemic Awareness173
    Assessment Category IIAssessing Letter Knowledge178
    Assessment Category IIIAssessing Alphabetic Principle Knowledge180
    Intervention Strategy Guide for Phonemic Awareness and Alphabetic Principle182
    Intervention Category IStrategies for Teaching Phonemic Awareness183
    Intervention Category IIStrategy for Learning About Letters187
    Intervention Category IIITeaching the Alphabetic System189
    Additional Strategies for English Language Learners190
    Selected References192
    Chapter 8Phonics and Word Attack Skills195
    Background Briefing for Teachers196
    When to Teach Specific Phonics and Other Word Attack Skills: The Scope of Instruction202
    Assessing Phonics and Word Attack Knowledge204
    Intervention Strategy Guide for Phonics and Word Attack Skills211
    Teaching Strategies: Helping Students Increase Phonics and Word Attack Knowledge212
    Selected References222
    Chapter 9Teaching and Assessing Vocabulary Development225
    Background Briefing for Teachers226
    Assessing Vocabulary Knowledge229
    Intervention Strategy Guide for Vocabulary Development231
    Teaching Strategies: Helping Students Increase Their Reading Vocabularies232
    Selected References250
    Chapter 10Story Comprehension253
    Background Briefing for Teachers253
    Assessing Children's Story Comprehension255
    Intervention Strategy Guide for Story Comprehension272
    Instructional Interventions and Strategies: Helping Every Student Comprehend Stories273
    Additional Strategies for English Language Learners286
    Including All Students287
    Selected References289
    Chapter 11Reading Comprehension: Information Texts293
    Background Briefing for Teachers294
    Assessing Knowledge of Expository Text Patterns294
    Instructional Interventions and Strategies: Developing Readers and Writers of Expository Text302
    Intervention Strategy Guide for Expository Text Reading303
    Selected References319
    Chapter 12Developing Research and Reference Skills321
    Background Briefing for Teachers322
    Assessing Student Knowledge of Research and Reference Skills322
    Teaching Students Research and Reference Skills326
    Intervention Strategy Guide for Developing Research and Reference Skills328
    Selected References346
    Chapter 13Writing and Reading347
    Background Briefing for Teachers347
    Assessing Writing Development348
    Other Activities for Assessing Reading-Writing Connections351
    Teaching Strategies356
    Intervention Strategy Guide for Writing and Reading357
    Writing Connections With Books: Drawing Students Closer366
    Bookmaking and Publishing Activities370
    Selected References373
    Chapter 14Reading Fluency375
    Background Briefing for Teachers376
    Assessing Children's Reading Fluency378
    Developing Reading Fluency for All Children383
    Intervention Strategy Guide for Reading Fluency384
    Additional Strategies for English Language Learners392
    Including All Students393
    Selected References394
    Chapter 15Literature Response397
    Background Briefing for Teachers397
    Assessing Readers' Responses to Literature400
    Responding to Reading for All Children421
    Intervention Strategy Guide for Literature Response422
    Additional Strategies for English Language Learners434
    Including All Students435
    Selected References436
    Section IVGoing Beyond the Classroom Walls
    Chapter 16Getting Families Involved: A Primer439
    Background Briefing for Teachers440
    Activities Matched to Grade Levels442
    Family and Community Involvement Activities442
    Part IProviding Materials and Strategies for the Home442
    Intervention Strategy Guide for Getting Families Involved443
    Part IICommunity Involvement451
    Selected References455
    Name Index457
    Subject Index463

    Introduction

    After years of intense debate in the "reading wars," the swinging pendulum of fads and fancy in reading instruction seems to be settling into a more inclusive and complete view. Comprehensive reading instruction is now regarded by most classroom teachers and reading scholars as the only viable position to take in relation to philosophy and classroom practice (see, for example, Pearson, 1999; Pressley, 2002; Rayner, Foorman, Perfetti, & Seidenberg, 2002). As we have continued to work in real-world classrooms, it has become increasingly apparent that children, and the profession itself, can benefit from this settling of the pendulum on comprehensive reading instruction.

    For the second edition of Strategies for Reading Assessment and Instruction, our intent was to compose a book containing the best research-proven assessment and teaching strategies from the field of comprehensive reading instruction. This is a ready reference to assist classroom teachers in identifying and solving problems encountered by students as they advance on the path of becoming fluent, strategic, and successful readers. Each chapter is self-contained and, starting with Chapter 5, includes these special segments:

    • Brief research updates that serve as a kind of "executive summary for teachers."
    • Assessment strategies and tools for determining each child's reading needs and abilities.
    • An Intervention Strategy Guide for linking assessment findings for each student to the teaching strategies that can help them grow and succeed as readers.
    • Highly effective teaching strategies from the research on comprehensive readinginstruction in such areas as alphabetics (i.e., phonemic awareness, alphabetic principle, phonics), comprehension, fluency, and much more.
    • Special strategies for English Language Learners (ELL, ESL, bilingual).
    • Accommodations for students with special needs.

    FOR THE PRACTICING EDUCATOR

    Classroom reading teachers will also discover that Strategies for Reading Assessment and Instruction provides an extensive compendium of research-validated practices and assessment tools to (1) inform your daily instruction, (2) meet the needs of individual learners, and (3) develop an understanding of the essentials of comprehensive reading instruction. For those who teach in special education resource rooms, Title I reading programs, and university reading clinics, this volume likewise provides a wide-ranging collection of strategies to assist students with special needs.

    ADVANTAGES FOR PRESERVICE TEACHERS

    For preservice teachers, this second edition of Strategies for Reading Assessment and Instruction offers a practical resource for understanding past and present issues in reading instruction and assessment. It also provides ready-to-use assessment tools and related instructional strategies you can use in your field experiences in reading instruction, clinical experiences, and student teaching assignments.

    AS A TOOL FOR PROFESSIONAL DEVELOPMENT WORKSHOPS

    Strategies for Reading Assessment and Instruction is an ideal tool for ongoing professional development. This book contains the latest in research on comprehensive reading instruction, highly effective assessment, and teaching strategies, and presents this information in an easy-to-use format that makes the implementation of new methods in the classroom quick and easy. In fact, the first edition of Strategies for Reading Assessment and Instruction was used as the primary resource in literally hundreds of workshop sessions on comprehensive reading instruction across the United States.

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