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Assessment for Reading Instruction, Third Edition
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Table of Contents

1. Introduction to Reading Assessment
2. General Concepts of Assessment
3. Informal Reading Inventories and Other Measures of Oral Reading
4. Emergent Literacy
5. Word Recognition and Spelling
6. Fluency
7. Vocabulary
8. Comprehension
9. Strategic Knowledge
10. Affective Factors
11. Preparing a Diagnostic Reading Report
Appendix. Case Studies
References

About the Author

Michael C. McKenna, PhD, was Thomas G. Jewell Professor of Reading in the Curry School of Education at the University of Virginia until his death in 2016. He authored, coauthored, or edited more than 20 books, including Assessment for Reading Instruction, Third Edition; How to Plan Differentiated Reading Instruction, Second Edition: Resources for Grades KaEURO"3; and Organizing the Early Literacy Classroom; as well as over 100 articles, chapters, and technical reports on a range of literacy topics. Dr. McKenna also served as Series Editor, with Sharon Walpole, of The Essential Library of PreKaEURO"2 Literacy. His research was sponsored by the National Reading Research Center and the Center for the Improvement of Early Reading Achievement. He was a corecipient of the Edward B. Fry Book Award from the Literacy Research Association and the Award for Outstanding Academic Books from the American Library Association, and a member of the Reading Hall of Fame. Katherine A. Dougherty Stahl, EdD, is Clinical Associate Professor of Reading at New York University, where she serves as Director of the Literacy Program and teaches graduate courses. In addition to teaching in public elementary school classrooms for over 25 years, Dr. Stahl has extensive experience working with struggling readers in clinical settings. Her research focuses on reading acquisition, struggling readers, and comprehension. Her books include Reading Assessment in an RTI Framework (coauthored with Michael C. McKenna). She is a recipient of the Jeanne Chall Visiting Researcher Award from Harvard University and the Teaching Excellence Award from the Steinhardt School of Culture, Education, and Human Development at New York University.

Reviews

"A 'must-have' book for teachers who recognize that assessment and instruction go hand in hand. The third edition is informed by RTI, the CCSS, and the increasing awareness of the importance of assessing vocabulary growth and development. The book shows how effective reading instruction flows from the teacher's knowledge about each student's stage of reading development. It provides information about cutting-edge assessment tools, strategies, and techniques that will support teachers in making appropriate instructional decisions."--Linda B. Gambrell, PhD, Distinguished Professor Emeritus of Education, Clemson University

"What do teachers need to know about reading assessment today? This book has the answers. McKenna and Stahl continue to provide authoritative advice about all sorts of reading assessments. The third edition explores the topic through the prism of the latest research findings and instructional shifts in literacy teaching. In many classrooms, it seems that the Common Core is changing everything-informational text, text complexity, close reading-but there is little information about the implications of these changes for how we assess student reading. This book provides clear and wise counsel in how best to screen, diagnose, monitor progress, and evaluate learning outcomes."--Timothy Shanahan, PhD, Distinguished Professor Emeritus, Department of Curriculum and Instruction, University of Illinois at Chicago

"Reflecting current trends such as RTI and the CCSS, this book provides clear guidelines for assessment of all components of reading, including those not typically addressed, such as student motivation to read. What makes the book unique is the extensive use of real-world student examples. The tools and methods are firmly based on research, and the language and illustrative examples make complex ideas clear and easy to implement. This is a highly useful resource for teachers, coaches, and administrators."--Esther Klein Friedman, PhD, Executive Director, Literacy and Academic Intervention Services, New York City Department of Education

"Based on the cognitive model of assessment, Assessment for Reading Instruction, Third Edition, presents viable options from which educators may choose to inform and plan instruction in a practical and functional system. Revised informal assessments in phonemic awareness and the inclusion of vocabulary assessments are some of the new features that make this book essential. The authors have again scored a home run. Students and instructors will find this a lucid, well-organized text that is invaluable for course use. I highly recommend it for general and special educators in all grade levels."--Lori M. Strong, PhD, Department of Literacy and Special Education, College of Saint Rose

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