Built on a case-study approach to reading diagnosis, this classroom-based resource features strong research, a theoretical foundation and a developmental, constructivist perspective of literacy.
In this fourth edition, the authors offer an Instructional Approach that consistently helps the reflective practitioner connect diagnosis with instructional planning. It provides many more cases from actual students and classrooms than other diagnosis books, as well as a strong research and theoretical grounding for practice. The authors introduce readers to early literacy screening, running records, informal reading inventories, miscue analysis, assessment issues related to national and state initiatives and much more.
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Reading Diagnosis for Teachers: An Instructional Approach , Fifth Edition, consistently helps the reflective practitioner connect diagnosis with instructional planning. Built on a case-study approach to reading diagnosis, this classroom-based text features strong research, a theoretical foundation, and a developmental, constructivist perspective of literacy. It provides many more cases from actual students and classrooms than other diagnostic texts, as well as a strong research and theoretical grounding for practice.
Well-known authors Rebecca Barr, Camille L. Z. Blachowicz, Ann Bates, Claudia Katz, and Barbara Kaufman introduce readers to early literacy screening, running records, informal reading inventories, miscue analysis, assessment issues related to national and state initiatives, and much more.
Features of the Fifth Edition Include:
“This text stands out because of the great detail with which it is written and the scenarios that guide the reader through the diagnosis process. Reading this text gives the reader an excellent picture of how an assessment-based literacy program works. The authors provide step-by-step procedures for teachers to follow as they implement a balanced literacy program based on authentic assessment.”
-- Melinda S. Miller, Sam Houston State University
“I feel each student should have the latest information on the theory and practice on Reading (and Writing) Diagnosis as future members of the profession. It is also important that each future teacher has an updated list of available ‘Assessment Instruments’ (see Appendix D) and a current list of ‘Resources for Leveling Books’ (see Appendix E).”
-- Dr. Claudia A. Becker, Saint Xavier University
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