Pearson eText for Understanding, Assessing, and Teaching Reading: A Diagnostic Approach -- Access Card

Learn why and how teachers make reading assessment and instruction decisions.
Understanding, Assessing, and Teaching Reading is a comprehensive, practical, and easy-to-use text that helps teachers gather assessment data in order to make teaching decisions. The demand is greater than ever for teachers who understand why they do what they do in reading assessment. Good teachers must understand factors that affect reading and also assessment techniques they can use to better understand how these factors affect individual readers. Good teachers also ask questions about each student to help select, administer, and interpret the most appropriate assessments. In addition to building teachers’ understanding of the reading assessment process, this text presents a wide variety of reading skills, strategies, and teaching techniques that are appropriate follow-ups to assessments.

The 8th Edition retains the many powerful assessment instruments and techniques that have made the text so widely used. New content includes: a dedicated chapter on assessing and teaching writing (Ch. 13); “bridge” features that emphasize how teachers connect understanding-assessment-instruction; and updated children’s literature recommendations.

Pearson eText is an easy-to-use digital textbook that instructors can assign for their course. The mobile app lets students keep on learning, no matter where their day takes them ― even offline. Students can also add highlights, bookmarks, and notes in their Pearson eText to study how they like.

Pearson eText 2.0 titles are compliant with the ADA Standards for Accessible Design.

NOTE: This ISBN is for the Pearson eText access card. Pearson eText is a fully digital delivery of Pearson content. Before purchasing, check that you have the correct ISBN. To register for and use Pearson eText, students may also need a course invite link, which their instructor will provide. Follow the instructions provided on the access card to learn more.

Michael F. Opitz is professor emeritus of reading education from the University of Northern Colorado and has investigated reading assessment and other literacy topics for over two decades. He is the author of numerous books, articles, and reading programs.

Roland K. Schendel is a former elementary classroom teacher. With twenty years of experience in elementary and secondary education and educational research, he has committed his career to understanding and meeting the learning needs of striving readers and providing professional development to their teachers. He is co-author of 25 Essential Language Arts Strategies to Help Striving Readers Succeed, Scholastic, 2011.