Reading Diagnosis for Teachers: An Instructional Approach (6th Edition)

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9780132690119: Reading Diagnosis for Teachers: An Instructional Approach (6th Edition)

Reading Diagnosis for Teachers: An Instructional Approach, Sixth Edition, has what reading educators need to assess students’ reading and writing abilities and to plan appropriate instruction accordingly. Well-known author/educators Rebecca Barr, Camille L. Z. Blachowicz, Ann Bates, Claudia Katz, and Barbara Kaufman combine an unrivaled wealth of actual case studies with sound theoretical foundation; solid research; and a developmental, constructivist perspective of literacy to prepare reading practitioners to connect diagnosis with instructional planning.

 

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From the Back Cover:

In this comprehensive, classroom-based guide, an emphasis on the careful observation of students in many types of reading and writing activities combines with the development and application of teachers’ diagnostic insights to help reading educators plan appropriate instruction. Here, well-known authors and teacher educators Rebecca Barr, Camille L. Z. Blachowicz, Ann Bates, Claudia Katz, and Barbara Kaufman provide an unrivaled wealth of actual case studies with a sound theoretical foundation, solid research, and a developmental perspective of literacy to give educators the knowledge and skills they need to assess students’ reading and writing abilities, and plan instruction accordingly.

 

Here’s what makes this new sixth edition unique:

 

         Unique “Try It Out” sections at the ends of the chapters provide further opportunities to apply the concepts–and help readers to assemble student and teacher portfolios. New “Try It Out” examples in this edition reflect new initiatives in reading instruction.

 

         Brief “Pause and Reflect” questions help readers think diagnostically and draw applications for instruction.

 

         Assessments reflect Reading First, No Child Left Behind, and Response to Intervention.

 

         An emphasis on early assessment helps teachers during early intervention screening.

 

         Connections to IRA standards for the reading specialist appear in every chapter.

 

         NEW! Clearly stated chapter goals and chapter outlines guide readers to activate their own knowledge.

 

         NEW! For Further Reading sections provide learners with an excellent reading list.

 

         NEW! An updated and expanded Appendix D of Literacy Assessment Tools is provided and includes information on location, examination, and ordering.

About the Author:

Rebecca Barr was Professor of Education and Director of the Doctoral Program at National College of Education of National-Louis University, Chicago, Illinois.  She was also editor of the Handbooks of Reading Research, the past president of the National Reading Conference and Editor of the Journal of Reading Behavior.  She was a noted educator, scholar, and researcher.

 

Camille Blachowicz is Professor of Education and Director of the Reading Program and The Reading Center at National College of Education of National-Louis University, Chicago, Illinois.  She is the author of numerous chapters, articles, and books primarily in her research area, vocabulary instruction, and speaks widely nationally and internationally.  Dr. Blachowicz was named to the roster of Outstanding Teacher Educators in Reading by the International Reading Association and has been the recipient of grants and fellowships from the Institute of Educational Sciences, the Spencer and Fulbright Foundations.

 

Ann Bates is Assistant Professor of Education and Clinical Director of the Reading Center at National-Louis University, Chicago, Illinois.  She writes, researches, and speaks on clinical practice, early reading and story telling.  Currently she is a research associate on the federally funded Multi-faceted Comprehensive Vocabulary Improvement Program Project.

 

Claudia Katz is Assistant Professor of Education and Director of Professional Outreach for the Reading and Language Department at National College of Education of National-Louis University, Chicago, Illinois.  She has been a columnist for the Journal of Adolescent and Adult Literacy and writes, researches, and speaks on adolescent literacy and literature.

 

Barbara Kaufman is Adjunct Instructor of Education at National College of Education of National-Louis University, Chicago, Illinois.  She is also director of The Good News Tutoring Program, one of the oldest continuous community tutoring programs in the United States. She is a coach-facilitator with Literacy Partners of The Chicago Literacy Initiative Partnership, a project in urban school reform.

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