Practical Steps for Informing Literacy Instruction A Diagnostic Decision-Making Model

Kibby, Michael W.

ISBN 10: 0872071332 / ISBN 13: 9780872071339

Published by International Literacy Association, 1995

About this Item

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Bibliographic Details

• Title: Practical Steps for Informing Literacy Instruction A Diagnostic Decision-Making Model
• Publisher: International Literacy Association
• Publication Date: 1995
• Language: English
• ISBN 10: 0872071332
• ISBN 13: 9780872071339
• Binding: Soft cover
• Condition: Good

About this title

Synopsis

Michael Kibby has created a cognitive organizer of the components and strategies important to successful reading and a schema for evaluating each student's reading proficiency in a rational and efficient manner. This easy-to-follow flowchart guides teachers through the process of assessing students' reading strategies and abilities, evaluating instructional materials, and developing diagnostic teaching sessions for the purpose of designing appropriate reading instruction.

The International Reading Association is the world's premier organization of literacy professionals. Our titles promote reading by providing professional development to continuously advance the quality of literacy instruction and research.

Research-based, classroom-tested, and peer-reviewed, IRA titles are among the highest quality tools that help literacy professionals do their jobs better.

Some of the many areas we publish in include:

-Comprehension
-Response To Intervention/Struggling Readers
-Early Literacy
-Adolescent Literacy
-Assessment
-Literacy Coaching
-Research And Policy

From the Back Cover

Michael Kibby has created a cognitive organizer of the components and strategies important to successful reading and a schema for evaluating each student's reading proficiency in a rational and efficient manner. This easy-to-follow flowchart guides teachers through the process of assessing students' reading strategies and abilities, evaluating instructional materials, and developing diagnostic teaching sessions for the purpose of designing appropriate reading instruction.

From the Publisher: In a period when many teachers are moving away from dependence on published programs towards the creation of their own literacy programs, they assume a great responsibility for designing appropriate instruction for the individual children in their class. To Michael Kibby, we owe a debt of gratitude for providing a conceptual organizer to guide our thinking about reading diagnosis.