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This invaluable book provides teachers and coaches with the information and tools they need to get started on the complex process of reading assessment. Grounded in a solid scientific framework, the book presents practical strategies that enable teachers to recognize “good reader behaviors,” assess students’ strengths and weaknesses, analyze the evidence collected, and make instructional decisions. Numerous examples, professional development activities, and reproducibles enhance the utility of this ideal classroom resource and text.
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JoAnne Schudt Caldwell, PhD, is a Professor at Cardinal Stritch University in Milwaukee, Wisconsin. She is presently the Associate Dean of the College of Education and Leadership. Dr. Caldwell is coauthor, with Lauren Leslie, of The Qualitative Reading Inventory 4, an informal reading inventory, and Intervention Strategies to Follow Informal Reading Inventory Assessment: So What Do I Do Now? She is also an author of Reading Problems: Assessment and Teaching Strategies, with Joyce Holt Jennings and Janet W. Lerner.
"Caldwell goes beyond 'number crunching' to build strong links between assessment and instruction. She clearly demonstrates how classroom teachers and literacy coaches can implement best practices for determining how well children are reading and how best to meet their needs, within the time frame of regular classroom instruction. Each component of the reading process is delineated, and assessment approaches for each component are clearly explained. Realistic, down-to-earth examples make this text very readable without lots of technical jargon, and exercises at the end of each chapter can serve as a basis for student assignments. I definitely plan to use this excellent book as the main required text in my Reading Diagnosis and Remediation course."--Barbara A. Carpenter, PhD, EdD, Division of Education, Health and Wellness, Gainesville State College, Georgia "I highly recommend this text for use in any undergraduate or graduate reading assessment course. I found the inclusion of possible student-teacher interactions, teacher and student work samples, and the overall clarity of writing to be the text's strengths. While very inclusive of the assessment process, the book is as readable as a novel--not your typical professional text!"--Barbara A. Sposet, PhD, Division of Education, Baldwin-Wallace College
"This book shows that assessment, to be effective, must be manageable, not so voluminous as to be less than useful. Caldwell challenges teachers and coaches to think about the purposes of assessment. She suggests ways to choose appropriate assessments, evaluate the resulting data systematically and dynamically, and use the results appropriately to inform instruction. Most helpful is the use of 'good reader behaviors' as a theme throughout the book and as a tool to link assessment with instruction."--Barbara Laster, EdD, Professor of Education and Director, Graduate Programs in Literacy, Towson University
"In a concise, user-friendly format, this important book offers excellent research-based strategies and resources. The focus is on current assessment approaches linked to instruction, and their effects on student achievement. The explanations, text boxes, and realistic examples provide readers with opportunities to link the information to their own assessment and instructional practices. This text is suitable for use in professional development and teacher study groups, and as a resource to inform daily interactions with students. It can also be used in college literacy courses that are training teachers or preparing them to coach and support their colleagues."--Lynn Romeo, EdD, Associate Dean, School of Education, Monmouth University
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Book Description The Guilford Press, 2007. Hardcover. Condition: New. Second Edition. Seller Inventory # DADAX159385580X