Assessment & Instruction of Reading and Writing Difficulties
An Interactive Approach
4th Edition
Published on 21. February 2008
Book
Hardback
832 pages
978-0-205-52341-2 (ISBN)
Description
Focusing on reading and writing ability/disability from an interactive perspective, this text emphasizes the importance of understanding and addressing learner's difficulties in relation to the instructional context.
Extensive, in-depth treatment of current research and best practices make this text a 'must-have' addition to any current or future teacher's library. Section I (Chs. 1-3) provides readers with a strong, comprehensive knowledge of reading/writing research and an introduction to an assessment-instruction process that is described in-depth in the second, third, and fourth sections of the text. Section two considers the foundations of literacy with a strong emphasis on language development along with detailed information on evaluating the instructional context. Section three focuses on procedures for evaluating the learner, including both classroom-based and standardized assessments. Section four stands alone as an important chapter examining the relationship between the instructional context and learner's strengths and weaknesses by means of diagnostic teaching. Section five is devoted to instructional practices designed to improve reading and writing instruction for struggling students. Chapters on word recognition, vocabulary, comprehension-composition, and "high-utility strategies" address the major components of literacy development. In the final section (Ch. 16), issues related to professional standards and written reports are addressed.
Extensive, in-depth treatment of current research and best practices make this text a 'must-have' addition to any current or future teacher's library. Section I (Chs. 1-3) provides readers with a strong, comprehensive knowledge of reading/writing research and an introduction to an assessment-instruction process that is described in-depth in the second, third, and fourth sections of the text. Section two considers the foundations of literacy with a strong emphasis on language development along with detailed information on evaluating the instructional context. Section three focuses on procedures for evaluating the learner, including both classroom-based and standardized assessments. Section four stands alone as an important chapter examining the relationship between the instructional context and learner's strengths and weaknesses by means of diagnostic teaching. Section five is devoted to instructional practices designed to improve reading and writing instruction for struggling students. Chapters on word recognition, vocabulary, comprehension-composition, and "high-utility strategies" address the major components of literacy development. In the final section (Ch. 16), issues related to professional standards and written reports are addressed.
More details
Edition
4th edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 235 mm
Width: 191 mm
Weight
1619 gr
ISBN-13
978-0-205-52341-2 (9780205523412)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
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Marjorie Lipson | Karen Wixson
Assessment of Reading and Writing Difficulties
An Interactive Approach
Book
12/2012
5th Edition
Pearson
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Assessment of Reading and Writing Difficulties
An Interactive Approach: International Edition
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12/2012
5th Edition
Pearson
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Marjorie Y. Lipson | Karen K. Wixson
Assessment of Reading and Writing Difficulties
An Interactive Approach Plus MyEducationLab with Pearson eText -- Access Card Package
Book
11/2012
5th Edition
Pearson
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Previous edition
Marjorie Y. Lipson | Karen K. Wixson
Assessment & Instruction of Reading and Writing Difficulty
An Interactive Approach
Book
01/2003
3rd Edition
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Content
SECTION ONE Theory into Practice 1
1 Perspectives on Reading and Writing Ability 3
Understanding Reading and Writing 4
Historical Perspectives on Reading and Writing 4
Cognitive Information-Processing Perspectives on Reading and Writing 5
Social Perspectives on Reading and Writing 7
An Interactive Perspective on Reading and Writing 9
Understanding the Legal and Political Aspects of Reading and Writing 11
Educational Reform, Reading, and Literacy 11
Legal and Social Roots of Special Education 13
Special Education Identification 15
Students with Disabilities 16
Implications for Practice 18
Integration/Inclusion 20
Chapter Summary 21
2 An Interactive View of Reading and Writing 23
Understanding the Elements of Skilled Performance 23
Comprehension 25
Composition 26
Vocabulary Development 27
Word Identification and Spelling 28
Rate and Fluency 33
Grammar, Usage, and the Mechanics of Writing 34
Understanding Contextual Factors That Influence Performance 36
Settings 36
Instructional Practices 37
Instructional Resources 39
Assessment Practice 41
Understanding Learner Factors That Influence Performance 42
Prior Content Knowledge 42
Knowledge about Reading and Writing 44
Attitudes and Motivation 47
Correlates of Reading and Writing Performance 49
Chapter Summary 54
3 Readingand Writing Disability and the Assessment-
Instruction Process 56
Steps in the Assessment-Instruction Process 56
Understanding an Interactive View of Reading and Writing
Ability and Disability 56
A Theoretically Sound View of Ability and Disability 57
An Instructionally Significant View of Ability and Disability 58
Understanding the Assessment-Instruction Process 59
Implementing the Assessment-Instruction Process 60
Steps in the Assessment-Instruction Process 63
Chapter Summary 75
SECTION TWO Getting Started and Evaluating the Context 77
4 Getting Started with Assessment 79
Understanding Assessment 79
Contexts for Assessment 79
Guidelines for Assessment 81
The Diagnostic Portfolio and the Thumbnail Sketch 84
Sources of Information 86
Tools and Strategies for Getting Started 91
Interviews 91
Observation 105
Work Samples 112
Getting Started on the Diagnostic Portfolio 113
The Cases of Tha'm and Kyle 113
Chapter Summary 120
Assessing Instructional Resources 217
Evaluating Text and Commercial Materials 217
Evaluating Tutoring Programs 234
Evaluating Computer Software and Information/Communication Technology 235
Diagnostic Portfolio: The Instructional Context 240
Diagnostic Portfolio: The Cases of Tha'm and Kyle 240
Tha'm 240
Kyle 243
Chapter Summary 245
SECTION THREE Evaluating the Learner 247
7 The Foundations of Literacy 249
Understanding the Foundations of Literacy 249
Background 249
The Language Foundations of Literacy 250
Learning to Talk 250
The Contextual/Experiential Foundations of Literacy 261
How Language Is Learned 261
Contextual Differences in Learning Language and Literacy 262
The Development of Written Language 271
Strategies and Tools for Assessing the Foundations of Literacy 274
Assessment of Early Language and Literacy 274
Diagnostic Portfolio and the Foundations of Literacy 275
Observing Spontaneous Use of Knowledge and Skill 278
Structured Interviews and Observations 288
Structured Writing Assessments 297
Using Stories to Assess Emergent Abilities 299
Diagnostic Portfolio and Evidence of Emergent Literacy: The Case of Kyle 302
Chapter Summary 305
8 Informal Classroom-Based Assessment 307
Understanding Informal Classroom-Based Assessment 308
Strategies and Tools for Teacher-Initiated Assessment 311
Evaluating Word Recognition and Decoding 311
Evaluating Oral Reading Fluency 320
Evaluating Vocabulary 323
Evaluating Comprehension 328
Writing 356
Student Self-Evaluation 361
Diagnostic Portfolio: Evidence from the Classroom 362
Tha'm 362
Kyle 363
Chapter Summary 363
9 Structured Inventories and Assessments 365
Understanding Structured Inventories and Assessments 365
Strategies and Tools for Structured Assessments 367
Informal Reading Inventories 367
Contemporary IRIs: A Look at What's New 385
Retellings of IRI Selections 392
Miscue Analysis 396
Oral Reading Fluency 403
Tests of Word Recognition, Phonics, and Spelling 409
Spelling Inventories 417
Evaluating Writing Samples 421
A Classroom System: Benchmark Book Events 422
Diagnostic Portfolio: Evidence from Structured Inventories 430
Tha'm 430
Kyle 432
Chapter Summary 435
Annotated Bibliography of IRIs 436
10 Formal Assessment 438
Understanding Formal Assessment 438
Concerns 439
General Test Characteristics 440
Important Statistical Concepts 442
Validity 444
Reliability 449
Test Interpretations 452
Test Scores 455
Test Fairness 459
Guidelines for Evaluating Standardized Tests 463
Formal Assessment Tools 463
Screening and Survey Tests 465
Group Screening and Survey Tests 466
Diagnostic Tests 474
Tests of General Cognitive and Verbal Abilities 490
Early Literacy Assessment 492
Chapter Summary 496
Tests Cited 499
SECTION FOUR Interactions: Assessment as Inquiry 501
11 Interactive Decision Making 503
Understanding Step 4: Evaluating the Match Between Learner and Context 504
Understanding Step 5: Reflection, Decision Making, and Planning 505
Understanding Step 6: Diagnostic Teaching 506
Definition and Purposes 507
Diagnostic Teaching Procedures 509
Implementing Steps 4, 5, and 6 of the Assessment-Instruction Process 515
Thumbnail Sketch 515
The Case Study of Tha'm 515
The Case Study of Kyle 525
The Case Study of Yasmin 527
Diagnostic Portfolios: Making Diagnostic Teaching Work 534
Target Selections for Diagnostic Teaching 534
A Collection of Diagnostic Teaching Selections 535
Chapter Summary 537
SECTION FIVE Instruction 539
12 Getting Started in Instruction 541
Key Characteristics of the Instructional Program 542
Goals and Objectives 542
Establishing a Literate Environment 542
Organizational Patterns 545
Materials 546
Getting Started with a Lesson Framework and High-Utility Strategies 547
A Lesson Framework 548
Familiar Reading: Focus on Fluency 549
Guided Reading 553
Dictated Stories as an Alternative to Guided Reading 558
Guided Writing 562
Word Study: Focusing on Word Recognition and Vocabulary 563
Sustained Reading and Writing: Focusing on Practice, Application, and Disposition 566
Getting More Focused on Specific Students 573
Lesson Planning 573
Example: Getting Started with Tha'm 576
Background and Setting 576
Selecting High-Utility Strategies 576
Selecting Materials 577
Planning for Tha'm 577
Chapter Summary 580
13 Adapting Instruction to Focus on Word Recognition,
Fluency, and Spelling 582
Understanding Word Recognition, Fluency, and Spelling Instruction 583
The Nature of Word Identification, Fluency, and Spelling 583
Issues 585
Guidelines for Instruction Focused on Word Recognition, Fluency, and Spelling 593
Instructional Techniques Focused on Word Recognition and Analysis 597
Instructional Strategies and Tools: Students with No Print Skills 597
Instructional Strategies and Tools: Students with Some Print Skills 603
Instructional Strategies and Tools: Print Skills for More Advanced Readers 608
Instructional Techniques Focused on Spelling 612
Instructional Focus at Various Developmental Spelling Levels 612
Instructional Strategies and Tools for Spelling 614
A Final Note 615
Chapter Summary 615
14 Adapting Instruction to Focus on Vocabulary 617
Understanding Vocabulary Instruction 618
Issues 618
Goals 619
Guidelines 620
Summary 622
Strategies for Vocabulary Instruction 622
A General Framework for Independent Vocabulary Learning 622
Supporting Techniques 625
Strategies for Teaching Specific Vocabulary 630
General Vocabulary Development 636
Teaching General Vocabulary 636
Chapter Summary 640
15 Adapting Instruction to Focus on Comprehension,
Composition, and Studying 642
Focusing Instruction on Comprehension, Composition, and Studying 643
The Nature of Instruction in Comprehension and Composition 643
Becoming Strategic 645
Deepening Understanding through Discussion and Writing 649
Guidelines for Instruction Focused on Comprehension and Composition 651
Instructional Techniques Focused on Comprehension and Composition 655
Providing Explicit Instruction 655
Providing Support 666
Developing Independence 681
Studying: A Specialized Case of Reading and Writing 685
Explicit Instruction 685
Supported Studying 685
Teaching Students to Study 689
Needed: A Functional, Integrated Approach to Study Skills Instruction 693
Reading, Writing, and Studying across the Curriculum 694
Chapter Summary 695
SECTION SIX Professional Roles and Responsibilities 697
16 Professional Roles and Responsibilities 699
The Role(s) of the English Language Arts Professional 700
Reporting to Others 700
General Guidelines 701
Reporting via Diagnostic Summaries with Multiple Assessments 702
Report Writing: Different Types for Different Purposes 706
Procedures for Writing Diagnostic Case Reports 708
Progress Reports 720
Conferences 722
Ethical Responsibilities 724
Chapter Summary 726
Appendix A Sample Case Report: Seth 728
Appendix B Confidential Diagnostic Report 737
References 749
Index 788
1 Perspectives on Reading and Writing Ability 3
Understanding Reading and Writing 4
Historical Perspectives on Reading and Writing 4
Cognitive Information-Processing Perspectives on Reading and Writing 5
Social Perspectives on Reading and Writing 7
An Interactive Perspective on Reading and Writing 9
Understanding the Legal and Political Aspects of Reading and Writing 11
Educational Reform, Reading, and Literacy 11
Legal and Social Roots of Special Education 13
Special Education Identification 15
Students with Disabilities 16
Implications for Practice 18
Integration/Inclusion 20
Chapter Summary 21
2 An Interactive View of Reading and Writing 23
Understanding the Elements of Skilled Performance 23
Comprehension 25
Composition 26
Vocabulary Development 27
Word Identification and Spelling 28
Rate and Fluency 33
Grammar, Usage, and the Mechanics of Writing 34
Understanding Contextual Factors That Influence Performance 36
Settings 36
Instructional Practices 37
Instructional Resources 39
Assessment Practice 41
Understanding Learner Factors That Influence Performance 42
Prior Content Knowledge 42
Knowledge about Reading and Writing 44
Attitudes and Motivation 47
Correlates of Reading and Writing Performance 49
Chapter Summary 54
3 Readingand Writing Disability and the Assessment-
Instruction Process 56
Steps in the Assessment-Instruction Process 56
Understanding an Interactive View of Reading and Writing
Ability and Disability 56
A Theoretically Sound View of Ability and Disability 57
An Instructionally Significant View of Ability and Disability 58
Understanding the Assessment-Instruction Process 59
Implementing the Assessment-Instruction Process 60
Steps in the Assessment-Instruction Process 63
Chapter Summary 75
SECTION TWO Getting Started and Evaluating the Context 77
4 Getting Started with Assessment 79
Understanding Assessment 79
Contexts for Assessment 79
Guidelines for Assessment 81
The Diagnostic Portfolio and the Thumbnail Sketch 84
Sources of Information 86
Tools and Strategies for Getting Started 91
Interviews 91
Observation 105
Work Samples 112
Getting Started on the Diagnostic Portfolio 113
The Cases of Tha'm and Kyle 113
Chapter Summary 120
Assessing Instructional Resources 217
Evaluating Text and Commercial Materials 217
Evaluating Tutoring Programs 234
Evaluating Computer Software and Information/Communication Technology 235
Diagnostic Portfolio: The Instructional Context 240
Diagnostic Portfolio: The Cases of Tha'm and Kyle 240
Tha'm 240
Kyle 243
Chapter Summary 245
SECTION THREE Evaluating the Learner 247
7 The Foundations of Literacy 249
Understanding the Foundations of Literacy 249
Background 249
The Language Foundations of Literacy 250
Learning to Talk 250
The Contextual/Experiential Foundations of Literacy 261
How Language Is Learned 261
Contextual Differences in Learning Language and Literacy 262
The Development of Written Language 271
Strategies and Tools for Assessing the Foundations of Literacy 274
Assessment of Early Language and Literacy 274
Diagnostic Portfolio and the Foundations of Literacy 275
Observing Spontaneous Use of Knowledge and Skill 278
Structured Interviews and Observations 288
Structured Writing Assessments 297
Using Stories to Assess Emergent Abilities 299
Diagnostic Portfolio and Evidence of Emergent Literacy: The Case of Kyle 302
Chapter Summary 305
8 Informal Classroom-Based Assessment 307
Understanding Informal Classroom-Based Assessment 308
Strategies and Tools for Teacher-Initiated Assessment 311
Evaluating Word Recognition and Decoding 311
Evaluating Oral Reading Fluency 320
Evaluating Vocabulary 323
Evaluating Comprehension 328
Writing 356
Student Self-Evaluation 361
Diagnostic Portfolio: Evidence from the Classroom 362
Tha'm 362
Kyle 363
Chapter Summary 363
9 Structured Inventories and Assessments 365
Understanding Structured Inventories and Assessments 365
Strategies and Tools for Structured Assessments 367
Informal Reading Inventories 367
Contemporary IRIs: A Look at What's New 385
Retellings of IRI Selections 392
Miscue Analysis 396
Oral Reading Fluency 403
Tests of Word Recognition, Phonics, and Spelling 409
Spelling Inventories 417
Evaluating Writing Samples 421
A Classroom System: Benchmark Book Events 422
Diagnostic Portfolio: Evidence from Structured Inventories 430
Tha'm 430
Kyle 432
Chapter Summary 435
Annotated Bibliography of IRIs 436
10 Formal Assessment 438
Understanding Formal Assessment 438
Concerns 439
General Test Characteristics 440
Important Statistical Concepts 442
Validity 444
Reliability 449
Test Interpretations 452
Test Scores 455
Test Fairness 459
Guidelines for Evaluating Standardized Tests 463
Formal Assessment Tools 463
Screening and Survey Tests 465
Group Screening and Survey Tests 466
Diagnostic Tests 474
Tests of General Cognitive and Verbal Abilities 490
Early Literacy Assessment 492
Chapter Summary 496
Tests Cited 499
SECTION FOUR Interactions: Assessment as Inquiry 501
11 Interactive Decision Making 503
Understanding Step 4: Evaluating the Match Between Learner and Context 504
Understanding Step 5: Reflection, Decision Making, and Planning 505
Understanding Step 6: Diagnostic Teaching 506
Definition and Purposes 507
Diagnostic Teaching Procedures 509
Implementing Steps 4, 5, and 6 of the Assessment-Instruction Process 515
Thumbnail Sketch 515
The Case Study of Tha'm 515
The Case Study of Kyle 525
The Case Study of Yasmin 527
Diagnostic Portfolios: Making Diagnostic Teaching Work 534
Target Selections for Diagnostic Teaching 534
A Collection of Diagnostic Teaching Selections 535
Chapter Summary 537
SECTION FIVE Instruction 539
12 Getting Started in Instruction 541
Key Characteristics of the Instructional Program 542
Goals and Objectives 542
Establishing a Literate Environment 542
Organizational Patterns 545
Materials 546
Getting Started with a Lesson Framework and High-Utility Strategies 547
A Lesson Framework 548
Familiar Reading: Focus on Fluency 549
Guided Reading 553
Dictated Stories as an Alternative to Guided Reading 558
Guided Writing 562
Word Study: Focusing on Word Recognition and Vocabulary 563
Sustained Reading and Writing: Focusing on Practice, Application, and Disposition 566
Getting More Focused on Specific Students 573
Lesson Planning 573
Example: Getting Started with Tha'm 576
Background and Setting 576
Selecting High-Utility Strategies 576
Selecting Materials 577
Planning for Tha'm 577
Chapter Summary 580
13 Adapting Instruction to Focus on Word Recognition,
Fluency, and Spelling 582
Understanding Word Recognition, Fluency, and Spelling Instruction 583
The Nature of Word Identification, Fluency, and Spelling 583
Issues 585
Guidelines for Instruction Focused on Word Recognition, Fluency, and Spelling 593
Instructional Techniques Focused on Word Recognition and Analysis 597
Instructional Strategies and Tools: Students with No Print Skills 597
Instructional Strategies and Tools: Students with Some Print Skills 603
Instructional Strategies and Tools: Print Skills for More Advanced Readers 608
Instructional Techniques Focused on Spelling 612
Instructional Focus at Various Developmental Spelling Levels 612
Instructional Strategies and Tools for Spelling 614
A Final Note 615
Chapter Summary 615
14 Adapting Instruction to Focus on Vocabulary 617
Understanding Vocabulary Instruction 618
Issues 618
Goals 619
Guidelines 620
Summary 622
Strategies for Vocabulary Instruction 622
A General Framework for Independent Vocabulary Learning 622
Supporting Techniques 625
Strategies for Teaching Specific Vocabulary 630
General Vocabulary Development 636
Teaching General Vocabulary 636
Chapter Summary 640
15 Adapting Instruction to Focus on Comprehension,
Composition, and Studying 642
Focusing Instruction on Comprehension, Composition, and Studying 643
The Nature of Instruction in Comprehension and Composition 643
Becoming Strategic 645
Deepening Understanding through Discussion and Writing 649
Guidelines for Instruction Focused on Comprehension and Composition 651
Instructional Techniques Focused on Comprehension and Composition 655
Providing Explicit Instruction 655
Providing Support 666
Developing Independence 681
Studying: A Specialized Case of Reading and Writing 685
Explicit Instruction 685
Supported Studying 685
Teaching Students to Study 689
Needed: A Functional, Integrated Approach to Study Skills Instruction 693
Reading, Writing, and Studying across the Curriculum 694
Chapter Summary 695
SECTION SIX Professional Roles and Responsibilities 697
16 Professional Roles and Responsibilities 699
The Role(s) of the English Language Arts Professional 700
Reporting to Others 700
General Guidelines 701
Reporting via Diagnostic Summaries with Multiple Assessments 702
Report Writing: Different Types for Different Purposes 706
Procedures for Writing Diagnostic Case Reports 708
Progress Reports 720
Conferences 722
Ethical Responsibilities 724
Chapter Summary 726
Appendix A Sample Case Report: Seth 728
Appendix B Confidential Diagnostic Report 737
References 749
Index 788