Understanding, Assessing, and Teaching Reading: A Diagnostic Approach

 
9780133520989: Understanding, Assessing, and Teaching Reading: A Diagnostic Approach

In Understanding, Assessing, and Teaching Reading, 7/e, pre- and in-service get the background they need to assess, make diagnoses and improve integral parts of their reading programs. This comprehensive, practical, and easy-to-use resource presents a well-respected combination of theory, practical applications, and basic knowledge and skills, setting the stage for effective reading diagnosis and improvement. It describes various assessment measures teachers can use to assess and diagnosis students' reading performance, and presents reading content and instruction. Using the book's applied model of assessment and teaching, teachers learn how to determine the strengths and needs of each individual reader, forming the basis for effective differentiated instruction in the classroom.

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From the Back Cover:

 

Understanding, Assessing, and Teaching Reading, 7/e describes various assessment measures of students’ reading performance and presents reading content and instruction, setting the stage for effective diagnosis and reading improvement. Using the text’s applied model of assessment and instruction, teachers learn how to determine the strengths and needs of each individual reader, forming the basis for effective differentiated instruction in the classroom.

 

NEW! The Seventh Edition retains the many powerful assessment instruments and techniques that have made the text so widely used, and now includes:

  • Reordered and revised chapters designed to fit the specific needs of those working with readers in reading centers, tutoring programs, or intervention programs.
  • A new chapter on fluency.
  • A renewed and clear focus on negotiating today’s demands to account for student learning using standardized tests.
  • Woven throughout this edition is a new approach to scaling individualized assessment.
  • Embedded videos throughout the eText illustrate text content in real classrooms.

About the Author:

Michael F. Opitz is professor emeritus of reading education from the University of Northern Colorado. He is the author and coauthor of numerous books, articles, and reading programs. Currently he is a literacy consultant who provides in-service and staff development and presents at state and international conferences. He also works with K-6 teachers to plan, teach, and evaluate demonstration lessons focused on different aspects of literacy. James Erekson is associate professor of reading education at University of Northern Colorado. He has published articles and book chapters on assessment, fluency, and children's literature. His new book, Engaging Minds in Social Studies Classrooms: The Surprising Power of Joy (ASCD, 2013), is designed to help teachers keep motivation front and center in the academic curriculum. He is coauthor with Michael Opitz and Michael Ford on Accessible Assessment (Heinemann, 2010), and is currently conducting research with K-12 teachers on how best to present meaningful data about young readers to school administrators and parents.

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