Teachers gain electronic access to the resource materials for Caldwell & Leslie’s Intervention Strategies to Follow Informal Reading Inventory Assessment: So What Do I Do Now?, 3/e.
We are pleased to introduce the PDToolkit for Intervention Strategies to Follow Informal Reading Inventory Assessment: So What Do I Do Now?, an online subscription-based resource that, together with the text, provides the tools that educators need to effectively carry out intervention based on assessment results.
Currently the following resources are available:
In the future, we will continue to add additional resources.
When you activate the Standalone Access Card, you receive 12 months of access to the PDToolkit for Intervention Strategies to Follow Informal Reading Inventory Assessment: So What Do I Do Now?
To learn more, please visit http://pdtoolkit.pearson.com.
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JoAnne Schudt Caldwell is the co-author/author of seven titles including The Qualitative Reading Inventory-5 and Reading Problems: Assessment and Teaching Strategies both published by Allyn & Bacon. She received her Ph.D. in Educational Psychology from Marquette University and is Professor Emerita at Cardinal Stritch University. In 1996, she received the Outstanding Service Award from the Wisconsin State Reading Association, as well as the Wisconsin Teacher Educator of the Year Award in 1997 and the Achievement Award from Marquette University School of Education in 2005.
Lauren Leslie received her Ph.D. in Educational Psychology from the University of Iowa and is currently Emeritus Professor at Marquette University where she served as the director of the Hartman Literacy Center for many years. She has published over 25 research articles, and she is the co-author of the Qualitive Reading Inventory-5. She received the Albert J. Harris Award from International Reading Association (2001) for an article written with L. Allen, "Factors that predict success in an early literacy intervention program." She also 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.
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