Assessment for Reading Instruction, Second Edition (Solving Problems in the Teaching of Literacy)

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9781606230350: Assessment for Reading Instruction, Second Edition (Solving Problems in the Teaching of Literacy)

Widely adopted for course use, this trusted teacher guide combines crucial background knowledge with hands-on tools. In a large-size format for easy photocopying, the book features more than two dozen reproducibles. It covers all the essentials of planning, administering, scoring, and interpreting a wide range of formal and informal assessments. Helpful examples illustrate effective ways to evaluate K/n-/8 students' strengths and weaknesses in each of the core competencies that good readers need to master.

See also Reading Assessment in an RTI Framework, which offers systematic guidance for conducting assessments in all three tiers of RTI.

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About the Author:

Michael C. McKenna, PhD, is Thomas G. Jewell Professor of Reading at the University of Virginia. He has authored, coauthored, or edited 15 books and more than 100 articles, chapters, and technical reports on a range of literacy topics. His research has been sponsored by the National Reading Research Center and the Center for the Improvement of Early Reading Achievement. Dr. McKenna is the co-winner of the National Reading Conference’s Edward Fry Book Award and the American Library Association’s Award for Outstanding Academic Books. His articles have appeared in Reading Research Quarterly, the Journal of Educational Psychology, Educational Researcher, The Reading Teacher, and others. Dr. McKenna’s research interests include reading assessment, comprehension in content settings, reading attitudes, technology applications, and beginning reading.

 

Katherine A. Dougherty Stahl, EdD, is Assistant Professor of Reading at New York University, where she serves as Literacy Education Program Director and teaches graduate courses. Her research focuses on reading acquisition, struggling readers, and comprehension. Dr. Dougherty Stahl’s articles have appeared in Reading Research Quarterly, The Reading Teacher, and the Journal of Literacy Research. In addition to teaching in public elementary school classrooms for over 25 years, she has extensive experience working with struggling readers in clinical settings. These experiences have led to her research interests and her ongoing collaborations with teachers translating research into practice to improve classroom literacy instruction.    

Review:

"McKenna and Stahl achieve a perfect balance of refreshing the basics, solidifying the tried and true, and including the latest from research in reading education. In the hustle and bustle of a school day, reading specialists can't be bogged down by long articles and research jargon. The straightforward writing style, additions, and revisions make this second edition a premier tool for every reading specialist."--Aggie Craft, MEd, reading specialist, Charlottesville, Virginia   "During my first year as a literacy coach, the first edition of this invaluable book provided the guidance I needed for assessing both the strengths and weaknesses of the students in my K-5 school. I am so excited about the second edition! Changes in the content and structure will help coaches and teachers glean information about students even more quickly and thoroughly, and the table of assessments facilitates finding and using the reproducible forms."--Elaine Merritt, EdS, literacy coach, Johnson County Elementary School, Wrightsville, Georgia   "I use this text in all of my assessment courses and my students find it to be a critical resource in their own classrooms. While the first edition has been invaluable to my teaching, the second edition is, if anything, even better. This book offers essential tools for evaluating learners as they develop as readers. The assessments are based on a view of reading that recognizes the complexity of the processes involved and never loses sight of the fact that reading is ultimately a meaning-making act. In an age when informal evaluations are often overlooked, this book reminds us of their value in creating effective literacy instruction for readers at all levels."/m-/Melanie Kuhn, PhD, School of Education, Boston University   "This is a wise and sensible book in a field that is crying out for wisdom and sense. It is grounded in an authoritative grasp of the science of reading and the discipline of assessment, but it expresses itself in the language and practical concerns of a good classroom teacher who is really trying to help students learn to read."--Larry Berger, CEO, Wireless Generation, Brooklyn, New York   "An extremely practical 'must read' for teachers at all stages of their careers. The organization of the second edition emphasizes the developmental nature of reading, and reflects the current research related to the acquisition of literacy skills. Classroom teachers and reading specialists will find this to be their most-used reference on assessment of all reading components. Administrators will also find it valuable as they seek resources to support the professional development of literacy teachers."--Jean Ray Korder, MEd, Director of Curriculum, Instruction, and Assessment, Urbana School District 116, Urbana, Illinois

"Administrators and teachers will find this a most useful guide for bringing intelligent and well-informed reading assessment into classroom practice. Inquiry teams and other professional study groups in schools will find it an ideal text. The book demonstrates how diagnostic work can be used to guide practice for individual students and for small and large groups. Offering clear descriptions of assessments and their purpose and explanations of what test results mean, this excellent resource is one that practitioners will refer to again and again."--Esther Klein Friedman, PhD, Director, Office of Academic Intervention Services K-12, New York City Department of Education

"This text should be required reading for any undergraduate or graduate student of literacy education. Additionally, it is certain to be used widely as a reference tool on the desks of literacy coaches, teachers, reading specialists, tutors, curriculum coordinators, and principals. To date, I have not found any other book that covers literacy assessment with such depth and breadth while also being extremely accessible and easy to use. The second edition features several updates, including ways to assess digital literacy and an expanded section on fluency. Anyone who cares deeply about using research-based assessment to guide reading instruction for our nation's children should own and use this book."--Carolyn Strom, MEd, reading specialist, New York, NY

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