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The Developmental Literacy Inventory is an informal reading inventory and more. Its graded word recognition lists and reading passages, all written especially for this instrument, allow teachers to assess students’ silent and oral reading comprehension, fluency, and word recognition with narrative, social studies, and science passages at reading levels from Primer to high school. Word recognition lists, spelling inventories, and an emergent literacy instrument that includes assessment of phonemic awareness and concept of word enables teachers to diagnostically assess students from kindergarten to high school. Comprehension questions about each reading passage tap a wide range of comprehension skills including recall of explicitly stated information, inferential thinking, and vocabulary usage. Two equivalent forms of the inventory allow retesting at the same levels with different passages.
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Charles Temple - Alan Crawford - Jean Gillet
Developmental Literacy Inventory, 1/e
From three key reading specialists, the Developmental Literacy Inventory (DLI) is a versatile instrument for assessing the reading-related strengths and needs of individual students. This new tool presents emergent literacy assessments, graded word lists, reading passages, phonics assessments, and more–all written especially for this instrument–that enable teachers to assess students’ print concepts and early reading knowledge, silent and oral reading comprehension, fluency, orthographic awareness, and word recognition. Content ranges across reading levels, from primary to high school, and includes narrative, social studies, and science passages. Unlike any other instrument, this approach reports scores as grade equivalents and Lexiles©, simplifying the task of matching students to thousands of books at their independent and instructional reading levels. The DLI is research-based and classroom-ready for screening, diagnostic, and monitoring assessment.
“This [instrument] is extremely appealing to me as an educator who deals with struggling readers each year. This is a great tool to allow me to focus on the student’s particular weaknesses.”–Susan Hampton, Virginia Middle School, Bristol, Virginia
“The authors have done a fantastic job of organizing the information in a logical sequence. Any teacher could use one or more of the inventories by subject to assess where their individual students are in reading ability.” –Diana Carr, Elgin Junior High School, Elgin, Ohio
Charles Temple is a professor and chair of the Education Department at Hobart and William Smith Colleges, in Geneva, New York. His workshops and consultancies on literacy issues have taken him to twenty-five countries in Central and South America, Africa, Europe, the Caucasus, and Central Asia. He is author of many books and articles on reading instruction, literacy assessment, and children’s literature, including All Children Read, Intervening for Literacy, Understanding Reading Problems, The Beginnings of Writing, Language and Literacy, and Children’s Books in Children’s Hands (Allyn & Bacon). He is also a children’s book author, and banjo-picking storyteller.
Alan Crawford is Emeritus Professor of Education at California State University at Los Angeles. He has been busily involved in the California State Reading Association (of which he is a former president) and has done extensive teaching, consulting, and writing on reading instruction in the elementary school, especially for English language learners. Alan has written curriculum for teaching reading in Spanish. He served as the International Reading Association’s representative to UNESCO for many years, and frequently presents workshops on a volunteer basis in Latin America, Asia, and Africa.
Jean Gillet is an elementary reading specialist who has served as a classroom teacher, staff development coordinator, and university educator for nearly thirty years. She has coauthored several books, including Understanding Reading Problems and Language and Literacy (Allyn & Bacon); Teaching Kids to Spell(Greenwood Press); and Directing the Writing Workshop (Guilford Publications).About the Author:
Jean Wallace Gillet, Ed. D., has been a classroom teacher, reading specialist, and university educator for nearly thirty years. She is currently an elementary reading specialist in central Virginia. Jean has coauthored SRA Spelling (SRA/McGraw Hill, 2004) and professional books including Understanding Reading Problems, now in its 7th edition, with Charles Temple and Alan Crawford (Allyn & Bacon, 2007); Language and Literacy with Charles Temple (HarperCollins, 1996); Teaching Kids to Spell with J. Richard Gentry (Heinemann, 1993); and Directing the Writing Workshop with Lynn Beverly (Guilford Press, 2001). She has been a staff development consultant to dozens of school districts and has presented papers and workshops at state, regional, and national conferences.
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