Intervention Strategies to Follow Informal Reading Inventory Assessment: So What Do I Do Now? (2nd Edition)

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9780205608553: Intervention Strategies to Follow Informal Reading Inventory Assessment: So What Do I Do Now? (2nd Edition)

This book is effective as a classroom text to be used alongside an Informal Reading Inventory. It is equally effective as a classroom tool. The informal reading inventory examiner can use it to suggest specific instructional directions in his/her evaluation report. The classroom teacher can use this book to base instruction on informal reading assessment which s/he may or may not have conducted. The classroom teacher will also find many instructional suggestions that can be used with all students, not just those who are struggling with reading.

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From the Back Cover:

Connect students’ performance on informal reading inventories to immediate practical intervention strategies!

 

Written with the firm belief that a student’s performance on any evaluation instrument should be specifically connected to instruction in the intervention sessions that follow, this newly revised book provides a clear understanding of how to tie assessment to intervention. The renowned authors of the Qualitative Reading Inventory (QRI), JoAnne Caldwell and Lauren Leslie, offer workable activities for intervention sessions based upon specific assessment results in every chapter, with lesson plan structures suitable for individual, small group, and full class settings. The specific instructional suggestions address difficulties in word identification, fluency, prior knowledge, and comprehension revealed by the QRI or other IRI, giving teachers in all grades the training they need to match their intervention to students’ needs.

 

“[A]n excellent resource...[for] both the general education and special education classroom. It provides the reader with background information [and] research as well as the tools and strategies to help readers in their classroom break the code to become...better reader[s].”  –Yvonne Bouknight, Glen Ridge Public Schools, Glen Ridge, NJ

 

“These authors possess a great deal of knowledge in interpreting informal reading inventory results, and by writing [this revision], they give teachers a way to better understand how to use information generated from such an assessment.”  –Donna Schweitzer, Forwood Elementary School, Wilmington, DE

 

Joanne Schudt Caldwell is the co-author/author of seven titles includingThe Qualitative Reading Inventory-4 and Reading problems: Assessment and Teaching Strategies both published by Allyn & Bacon. She received her Ph.D. in Educational Psychology from Marquette University and currently teachers Literacy and Language Development at Cardinal Stritch University. In 1996 she received the Outstanding Service Award from the Wisconsin State Reading Association, as well as the Wisconsin Teacher Educator of the Year Award in 1997 and the Achievement Award from Marquette University School of Education in 2005.

 

Lauren Leslie received her Ph.D. in Educational Psychology from the University of Iowa and is currently Emeritus Professor at Marquette University where she served as the director of the Hartman Literacy Center for many years. She has published over 25 research articles, and she is the co-author of the Qualitative Reading Inventory-4.  She is also the past recipient of the Albert J. Harris Award from International Reading Association (2001).

 

About the Author:

Joanne Schudt Caldwell is the co-author/author of seven titles includingThe Qualitative Reading Inventory-4 and Reading problems: Assessment and Teaching Strategies both published by Allyn & Bacon. She received her Ph.D. in Educational Psychology from Marquette University and currently teaches Literacy and Language Development at Cardinal Stritch University. In 1996 she received the Outstanding Service Award from the Wisconsin State Reading Association, as well as the Wisconsin Teacher Educator of the Year Award in 1997 and the Achievement Award from Marquette University School of Education in 2005.

 

Lauren Leslie received her Ph.D. in Educational Psychology from the University of Iowa and is currently Emeritus Professor at Marquette University where she served as the director of the Hartman Literacy Center for many years. She has published over 25 research articles, and she is the co-author of the Qualitative Reading Inventory-4. She received the Albert J. Harris Award from International Reading Association (2001)  for article written with L. Allen, “ Factors that predict success in an early literacy intervention program.” She also received the Mary Neville Bielefeld Award for Career Achievement for her contributions to teaching, research and service, particularly the mentoring of women faculty and students.

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