Assessing Reading

Assessing Reading
Author: Anonim
Publsiher: Academic Therapy Publications
Total Pages: 211
Release: 2008
ISBN 10: 1928374650XXX
ISBN 13: UVA:X030561981
Language: EN, FR, DE, ES & NL

Assessing Reading Book Review:

This book contains a collection of formal and informal reading assessments for use with students in Grades k-12. These assessments assist the teacher in targeting areas of strength and weakness, in monitoring student reading development, and in planning appropriate instruction. Unlike large-scale achievement tests, the majority of these assessments can be administered individually. Each assessment was selected because it measures an important research-based reading skill and because it is quick, reliable, and easy to use. Each assessment provides clear and accurate individual student information. The assessments included in this book are informal assessments designed to measure specific skills critical to successful reading. Some of the assessments are curriculum-based, while others are criteria-based, depending on the purpose of the assessment. Similarly, some assessments target specific skills, some are instruments for broader screening, and some can be used for both types of assessment. Spanish assessments are provided for the early grades where many students may still be in bilingual programs or may be receiving Spanish primary language instruction before transitioning to English programs. Profile Forms and Class Records found in the Appendix provide an easy way for teachers to summarize assessment results. Appended are: (1) core Reading Assessment Profile Forms; (2) core Reading Assessment Class Records; (3) Performance Criteria for Fluency and Fluency Scores: a Discussion; (4) Assessment-Driven Instruction: a Systems Approach; and (5) Resources for Assessing Reading. [Contributing authors include: Orna Lenchner, Michael Milone, and Jacalyn Mahler.].

Assessing Reading

Assessing Reading
Author: Anonim
Publsiher: Unknown
Total Pages: 135
Release: 2022
ISBN 10: 9781634022439
ISBN 13: 1634022432
Language: EN, FR, DE, ES & NL

Assessing Reading Book Review:

Teaching Reading Sourcebook

Teaching Reading Sourcebook
Author: Bill Honig,Linda Diamond,Linda Gutlohn
Publsiher: Arena Press
Total Pages: 826
Release: 2013
ISBN 10: 9781571286901
ISBN 13: 157128690X
Language: EN, FR, DE, ES & NL

Teaching Reading Sourcebook Book Review:

"Prepare students for future success by using effective reading instruction that's proven to work. The Teaching Reading Sourcebook, updated second edition is an indispensable resource that combines evidence-based research with actionable instructional strategies. It is an essential addition to any educator's professional literacy library--elementary, secondary, university." -- back cover.

Reading Assessment

Reading Assessment
Author: Melissa Lee Farrall
Publsiher: John Wiley & Sons
Total Pages: 394
Release: 2012-06-05
ISBN 10: 0470873930
ISBN 13: 9780470873939
Language: EN, FR, DE, ES & NL

Reading Assessment Book Review:

Written from a strengths-based perspective, this is the first book to present a research-based, integrated review of reading, cognition, and oral language testing and assessment. The theoretical underpinnings of reading, language, and literacy are covered, as well as detailed information and administration tips on the myriad reading inventories and standardized tests that may be used in a reading psychoeducational assessment. Unique in its inclusion of instruction on crafting professional evaluation reports to illuminate a student's strengths and weaknesses, this inviting book will enable school psychologists, reading specialists, and learning disabilities specialists to conduct effective interdisciplinary remedial recommendations and interventions.

Reading Assessment in an RTI Framework

Reading Assessment in an RTI Framework
Author: Katherine A. Dougherty Stahl,Michael C. McKenna
Publsiher: Guilford Press
Total Pages: 164
Release: 2012-10-09
ISBN 10: 1462508464
ISBN 13: 9781462508464
Language: EN, FR, DE, ES & NL

Reading Assessment in an RTI Framework Book Review:

From leading experts, this indispensable resource presents a practical model for conducting reading assessments for screening, diagnosis, and progress monitoring in each of the three tiers of response to intervention (RTI). K-8 teachers and school personnel are guided to use norm-referenced, informal, and curriculum-based measures to assess key components of reading development and make informed choices about instruction. The book describes how to survey existing assessment practices in a school and craft a systematic plan for improvement; reproducible tools include a 10-page RTI Assessment Audit that can be downloaded and printed in a convenient 8 1/2" x 11" size. See also Assessment for Reading Instruction, Third Edition, which explains the fundamentals of assessment and provides essential hands-on tools.

Reading Fluency

Reading Fluency
Author: Timothy Rasinski,William Rupley,David Paige,Chase Young
Publsiher: MDPI
Total Pages: 146
Release: 2021-01-21
ISBN 10: 3039432680
ISBN 13: 9783039432684
Language: EN, FR, DE, ES & NL

Reading Fluency Book Review:

Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students’ reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction.

Formative Assessment for Literacy Grades K 6

Formative Assessment for Literacy  Grades K 6
Author: Alison L. Bailey,Margaret Heritage
Publsiher: Corwin Press
Total Pages: 224
Release: 2008-03-13
ISBN 10: 1452212716
ISBN 13: 9781452212715
Language: EN, FR, DE, ES & NL

Formative Assessment for Literacy Grades K 6 Book Review:

Grounded in research and practice, this resource shows elementary teachers how to use formative assessment to build students' language and literacy skills across the curriculum.

Word ID

Word ID
Author: Linda Gutlohn,Frances Bessellieu
Publsiher: Academic Therapy Publications
Total Pages: 208
Release: 2014-01-02
ISBN 10: 9781571288264
ISBN 13: 1571288260
Language: EN, FR, DE, ES & NL

Word ID Book Review:

The texts that secondary students encounter across the disciplines contain a high percentage of multisyllabic words. But many adolescents still struggle withmultisyllabic word identification—a skill that’s critical for reading and understanding complex academic texts. Quickly identify students who would benefit from instruction in multisyllabic word identification with Word ID, a collection of12 discipline-specific formative assessments. For use with students in Grades 6—12, these research-based assessments provide the data teachers need toguide their instructional decisions. Based on the authors’ groundbreaking research that analyzed the morphemes in 4,500 content-area words, Word ID assesses students’ ability to decode complex words within four specific academic areas:English Language Arts, Math, Science, and Social Studies. For each content area, there are three quick and easy assessments for testing the whole class, identifying students who need further assessment, and pinpointing specific areas of concern. A simple and highly effective way to determine which students need extra help with decoding, Word ID is the first step toward helping students master the multisyllabic word reading they’ll need for college and career. Word ID HELPS YOU: Identify students struggling with word identification—a skill that’s often overlooked at the secondary level Assess students within an RTI or other multi-tiered framework Meet CCSS Reading Standards and College and Career Readiness Standards for Adult Education Easily collect and share assessment information with the Student and Class Profile Forms Make instructional decisions based on solid data (includes tools and resources to aid decision-making) Take important steps toward helping students read and understand complex academic texts

The Fluency Factor

The Fluency Factor
Author: Timothy Rasinski,James K. Nageldinger
Publsiher: Teachers College Press
Total Pages: 160
Release: 2015-11
ISBN 10: 0807757470
ISBN 13: 9780807757475
Language: EN, FR, DE, ES & NL

The Fluency Factor Book Review:

Reading fluency has been identified in the Common Core Standards as a foundational competency for reading proficiency. This resource provides teachers and literacy interventionists with approaches to fluency instruction that are effective, engaging, and easy to implement. This important new book updates and adds to Timothy Rasinskis classic text, The Fluent Reader.

Essentials of Assessing Preventing and Overcoming Reading Difficulties

Essentials of Assessing  Preventing  and Overcoming Reading Difficulties
Author: David A. Kilpatrick
Publsiher: John Wiley & Sons
Total Pages: 448
Release: 2015-08-10
ISBN 10: 1118845404
ISBN 13: 9781118845400
Language: EN, FR, DE, ES & NL

Essentials of Assessing Preventing and Overcoming Reading Difficulties Book Review:

Practical, effective, evidence-based reading interventions thatchange students' lives Essentials of Understanding and Assessing ReadingDifficulties is a practical, accessible, in-depth guide toreading assessment and intervention. It provides a detaileddiscussion of the nature and causes of reading difficulties, whichwill help develop the knowledge and confidence needed to accuratelyassess why a student is struggling. Readers will learn aframework for organizing testing results from current assessmentbatteries such as the WJ-IV, KTEA-3, and CTOPP-2. Case studiesillustrate each of the concepts covered. A thorough discussion isprovided on the assessment of phonics skills, phonologicalawareness, word recognition, reading fluency, and readingcomprehension. Formatted for easy reading as well as quickreference, the text includes bullet points, icons, callout boxes,and other design elements to call attention to importantinformation. Although a substantial amount of research has shown that mostreading difficulties can be prevented or corrected, standardreading remediation efforts have proven largely ineffective. Schoolpsychologists are routinely called upon to evaluate students withreading difficulties and to make recommendations to address suchdifficulties. This book provides an overview of the best assessmentand intervention techniques, backed by the most current researchfindings. Bridge the gap between research and practice Accurately assess the reason(s) why a student strugglesin reading Improve reading skills using the most highly effectiveevidence-based techniques Reading may well be the most important thing students are taughtduring their school careers. It is a skill they will use every dayof their lives; one that will dictate, in part, later life success.Struggling students need help now, and Essentials ofUnderstanding and Assessing Reading Difficulties shows how toget these students on track.

Next STEPS in Literacy Instruction

Next STEPS in Literacy Instruction
Author: Susan M. Smartt,Deborah R. Glaser
Publsiher: Brookes Pub
Total Pages: 240
Release: 2010
ISBN 10: 9781598570960
ISBN 13: 159857096X
Language: EN, FR, DE, ES & NL

Next STEPS in Literacy Instruction Book Review:

Accessible, teacher friendly guide that provides teachers with a blueprint for instruction targeted toward improving students' reading skills based on results of formative assessments.

Knowing What Students Know

Knowing What Students Know
Author: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Testing and Assessment,Committee on the Foundations of Assessment
Publsiher: National Academies Press
Total Pages: 382
Release: 2001-10-27
ISBN 10: 0309072727
ISBN 13: 9780309072724
Language: EN, FR, DE, ES & NL

Knowing What Students Know Book Review:

Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.

Testing Teaching and Learning

Testing  Teaching  and Learning
Author: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Testing and Assessment,Committee on Title I Testing and Assessment
Publsiher: National Academies Press
Total Pages: 136
Release: 1999-10-06
ISBN 10: 9780309172868
ISBN 13: 0309172861
Language: EN, FR, DE, ES & NL

Testing Teaching and Learning Book Review:

State education departments and school districts face an important challenge in implementing a new law that requires disadvantaged students to be held to the same standards as other students. The new requirements come from provisions of the 1994 reauthorization of Title I, the largest federal effort in precollegiate education, which provides aid to "level the field" for disadvantaged students. Testing, Teaching, and Learning is written to help states and school districts comply with the new law, offering guidance for designing and implementing assessment and accountability systems. This book examines standards-based education reform and reviews the research on student assessment, focusing on the needs of disadvantaged students covered by Title I. With examples of states and districts that have track records in new systems, the committee develops a practical "decision framework" for education officials. The book explores how best to design assessment and accountability systems that support high levels of student learning and to work toward continuous improvement. Testing, Teaching, and Learning will be an important tool for all involved in educating disadvantaged studentsâ€"state and local administrators and classroom teachers.

Assessing 21st Century Skills

Assessing 21st Century Skills
Author: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Testing and Assessment,Committee on the Assessment of 21st Century Skills
Publsiher: National Academies Press
Total Pages: 154
Release: 2011-09-16
ISBN 10: 0309217938
ISBN 13: 9780309217934
Language: EN, FR, DE, ES & NL

Assessing 21st Century Skills Book Review:

The routine jobs of yesterday are being replaced by technology and/or shipped off-shore. In their place, job categories that require knowledge management, abstract reasoning, and personal services seem to be growing. The modern workplace requires workers to have broad cognitive and affective skills. Often referred to as "21st century skills," these skills include being able to solve complex problems, to think critically about tasks, to effectively communicate with people from a variety of different cultures and using a variety of different techniques, to work in collaboration with others, to adapt to rapidly changing environments and conditions for performing tasks, to effectively manage one's work, and to acquire new skills and information on one's own. The National Research Council (NRC) has convened two prior workshops on the topic of 21st century skills. The first, held in 2007, was designed to examine research on the skills required for the 21st century workplace and the extent to which they are meaningfully different from earlier eras and require corresponding changes in educational experiences. The second workshop, held in 2009, was designed to explore demand for these types of skills, consider intersections between science education reform goals and 21st century skills, examine models of high-quality science instruction that may develop the skills, and consider science teacher readiness for 21st century skills. The third workshop was intended to delve more deeply into the topic of assessment. The goal for this workshop was to capitalize on the prior efforts and explore strategies for assessing the five skills identified earlier. The Committee on the Assessment of 21st Century Skills was asked to organize a workshop that reviewed the assessments and related research for each of the five skills identified at the previous workshops, with special attention to recent developments in technology-enabled assessment of critical thinking and problem-solving skills. In designing the workshop, the committee collapsed the five skills into three broad clusters as shown below: Cognitive skills: nonroutine problem solving, critical thinking, systems thinking Interpersonal skills: complex communication, social skills, team-work, cultural sensitivity, dealing with diversity Intrapersonal skills: self-management, time management, self-development, self-regulation, adaptability, executive functioning Assessing 21st Century Skills provides an integrated summary of the presentations and discussions from both parts of the third workshop.

Systems for State Science Assessment

Systems for State Science Assessment
Author: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Testing and Assessment,Committee on Test Design for K-12 Science Achievement
Publsiher: National Academies Press
Total Pages: 248
Release: 2006-01-28
ISBN 10: 0309096626
ISBN 13: 9780309096621
Language: EN, FR, DE, ES & NL

Systems for State Science Assessment Book Review:

In response to the No Child Left Behind Act of 2001 (NCLB), Systems for State Science Assessment explores the ideas and tools that are needed to assess science learning at the state level. This book provides a detailed examination of K-12 science assessment: looking specifically at what should be measured and how to measure it. Along with reading and mathematics, the testing of science is a key component of NCLBâ€"it is part of the national effort to establish challenging academic content standards and develop the tools to measure student progress toward higher achievement. The book will be a critical resource for states that are designing and implementing science assessments to meet the 2007-2008 requirements of NCLB. In addition to offering important information for states, Systems for State Science Assessment provides policy makers, local schools, teachers, scientists, and parents with a broad view of the role of testing and assessment in science education.

Assessing Reading

Assessing Reading
Author: J. Charles Alderson
Publsiher: Cambridge University Press
Total Pages: 398
Release: 2000-02-24
ISBN 10: 0521590000
ISBN 13: 9780521590006
Language: EN, FR, DE, ES & NL

Assessing Reading Book Review:

Written by a leading authority in both language testing, and in the nature of reading in a second or foreign language, this book is the most comprehensive and up to date treatment of the assessment of reading in a foreign or second language. It is unique in that it reviews theory, research and practice in the assessment of reading. It is invaluable for anyone wishing to assess the reading ability of language learners. It provides the novice with a comprehensive overview of the basic tenets of reading assessment, and the expert with an in-depth discussion of the major issues in the field.

Standards for the Assessment of Reading and Writing

Standards for the Assessment of Reading and Writing
Author: IRA/NCTE Joint Task Force on Assessment,International Reading Association,National Council of Teachers of English
Publsiher: International Reading Assoc.
Total Pages: 64
Release: 2009-12-03
ISBN 10: 9780872077768
ISBN 13: 0872077764
Language: EN, FR, DE, ES & NL

Standards for the Assessment of Reading and Writing Book Review:

With this updated document, IRA and NCTE reaffirm their position that the primary purpose of assessment must be to improve teaching and learning for all students. Eleven core standards are presented and explained, and a helpful glossary makes this document suitable not only for educators but for parents, policymakers, school board members, and other stakeholders. Case studies of large-scale national tests and smaller scale classroom assessments (particularly in the context of RTI, or Response to Intervention) are used to highlight how assessments in use today do or do not meet the standards.

Beyond Pizzas Pies

Beyond Pizzas   Pies
Author: Julie McNamara,Meghan M. Shaughnessy
Publsiher: Math Solutions
Total Pages: 162
Release: 2010
ISBN 10: 1935099132
ISBN 13: 9781935099130
Language: EN, FR, DE, ES & NL

Beyond Pizzas Pies Book Review:

"This resource combines current research and practical strategies to support teachers in understanding and addressing the most common misconceptions that students have about fractions and presents opportunities to help students investigate, discuss, revise, expand, and refine their understanding of fractions. Includes reproducibles, bibliography, and index"--

Measures of Health Literacy

Measures of Health Literacy
Author: Institute of Medicine,Board on Population Health and Public Health Practice,Roundtable on Health Literacy
Publsiher: National Academies Press
Total Pages: 142
Release: 2009-12-30
ISBN 10: 0309139805
ISBN 13: 9780309139809
Language: EN, FR, DE, ES & NL

Measures of Health Literacy Book Review:

Health literacy--the ability for individuals to obtain, process, and understand basic health information and services to facilitate appropriate health decisions--is increasingly recognized as an important facet of health care and health outcomes. Although research on health literacy has grown tremendously in the past decade, there is no widely agreed-upon framework for health literacy as a determinant of health outcomes. Most instruments focus on assessing an individual's health literacy, yet the scope of health literacy reaches far beyond an individual's skills and abilities. Health literacy occurs in the context of the health care system, and therefore measures of health literacy must also assess the demands and complexities of the health care systems with which patients interact. For example, measures are needed to determine how well the system has been organized so that it can be navigated by individuals with different levels of health literacy and how well health organizations are doing at making health information understandable and actionable. To examine what is known about measures of health literacy, the Institute of Medicine convened a workshop. The workshop, summarized in this volume, reviews the current status of measures of health literacy, including those used in the health care setting; discusses possible surrogate measures that might be used to assess health literacy; and explores ways in which health literacy measures can be used to assess patient-centered approaches to care.

Report of the National Reading Panel Teaching Children to Read an Evidence based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction

Report of the National Reading Panel   Teaching Children to Read   an Evidence based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction
Author: National Reading Panel (U.S.)
Publsiher: Unknown
Total Pages: 33
Release: 2000
ISBN 10: 1928374650XXX
ISBN 13: UOM:39015050241416
Language: EN, FR, DE, ES & NL

Report of the National Reading Panel Teaching Children to Read an Evidence based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction Book Review: