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Michael C. McKenna, PhD, is Thomas G. Jewell Professor of Reading at the University of Virginia. He has authored, coauthored, or edited 15 books and more than 100 articles, chapters, and technical reports on a range of literacy topics. His research has been sponsored by the National Reading Research Center and the Center for the Improvement of Early Reading Achievement. Dr. McKenna is the co-winner of the National Reading Conference’s Edward Fry Book Award and the American Library Association’s Award for Outstanding Academic Books. His articles have appeared in Reading Research Quarterly, the Journal of Educational Psychology, Educational Researcher, The Reading Teacher, and others. Dr. McKenna’s research interests include reading assessment, comprehension in content settings, reading attitudes, technology applications, and beginning reading.
Katherine A. Dougherty Stahl, EdD, is Assistant Professor of Reading at New York University, where she serves as Literacy Education Program Director and teaches graduate courses. Her research focuses on reading acquisition, struggling readers, and comprehension. Dr. Dougherty Stahl’s articles have appeared in Reading Research Quarterly, The Reading Teacher, and the Journal of Literacy Research. In addition to teaching in public elementary school classrooms for over 25 years, she has extensive experience working with struggling readers in clinical settings. These experiences have led to her research interests and her ongoing collaborations with teachers translating research into practice to improve classroom literacy instruction.
"Administrators and teachers will find this a most useful guide for bringing intelligent and well-informed reading assessment into classroom practice. Inquiry teams and other professional study groups in schools will find it an ideal text. The book demonstrates how diagnostic work can be used to guide practice for individual students and for small and large groups. Offering clear descriptions of assessments and their purpose and explanations of what test results mean, this excellent resource is one that practitioners will refer to again and again."--Esther Klein Friedman, PhD, Director, Office of Academic Intervention Services K-12, New York City Department of Education
"This text should be required reading for any undergraduate or graduate student of literacy education. Additionally, it is certain to be used widely as a reference tool on the desks of literacy coaches, teachers, reading specialists, tutors, curriculum coordinators, and principals. To date, I have not found any other book that covers literacy assessment with such depth and breadth while also being extremely accessible and easy to use. The second edition features several updates, including ways to assess digital literacy and an expanded section on fluency. Anyone who cares deeply about using research-based assessment to guide reading instruction for our nation's children should own and use this book."--Carolyn Strom, MEd, reading specialist, New York, NY
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