Handbook of Reading Assessment
A One-Stop Resource for Prospective and Practicing Educators
2nd Edition
Published on 30. July 2015
342 pages
978-1-317-61925-3 (ISBN)
Description
The Handbook of Reading Assessment, Second Edition, covers the wide range of reading assessments educators must be able to use and understand to effectively assess and instruct their students. Comprehensive and filled with numerous authentic examples, the text addresses informal classroom based assessment, progress monitoring, individual norm-referenced assessment, and group norm-referenced or 'high-stakes' testing. Coverage includes assessment content relevant for English language learners and adults. A set of test guidelines to use when selecting or evaluating an assessment tool is provided.
New and updated in the Second Edition
Impact on reading assessment of Common Core Standards for literacy; increased top-down focus on accountability and high stakes tests; innovations in computerized assessment of reading
Latest developments in Response to Intervention (RTI) model, particularly as they impact reading assessment
International Reading Association standards for reading educators and brief discussion of International Dyslexia Association standards
Types of reading assessment, including discussion of formative versus summative assessment
Expanded coverage of assessment of reading motivation
Expanded coverage of writing assessment
New and revised assessments across genres of reading assessment
Companion Website: numerous resources relevant to reading and writing assessment; suggestions for evidence-based instructional practices that can be linked to assessment results; PowerPoint slides; test bank; study guides; application exercises
New and updated in the Second Edition
Impact on reading assessment of Common Core Standards for literacy; increased top-down focus on accountability and high stakes tests; innovations in computerized assessment of reading
Latest developments in Response to Intervention (RTI) model, particularly as they impact reading assessment
International Reading Association standards for reading educators and brief discussion of International Dyslexia Association standards
Types of reading assessment, including discussion of formative versus summative assessment
Expanded coverage of assessment of reading motivation
Expanded coverage of writing assessment
New and revised assessments across genres of reading assessment
Companion Website: numerous resources relevant to reading and writing assessment; suggestions for evidence-based instructional practices that can be linked to assessment results; PowerPoint slides; test bank; study guides; application exercises
More details
Edition
2nd edition
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Edition type
Revised edition
Product notice
Reflowable
Illustrations
74 s/w Abbildungen, 34 s/w Tabellen, 25 s/w Photographien bzw. Rasterbilder, 49 s/w Zeichnungen
34 Tables, black and white; 49 Line drawings, black and white; 25 Halftones, black and white; 74 Illustrations, black and white
File size
7,89 MB
ISBN-13
978-1-317-61925-3 (9781317619253)
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.
Schweitzer Classification
Other editions
Additional editions
Sherry Mee Bell | R. Steve McCallum
Handbook of Reading Assessment
A One-Stop Resource for Prospective and Practicing Educators
Book
09/2015
2nd Edition
Routledge
€230.40
Shipment within 10-20 days
Sherry Mee Bell | R. Steve McCallum
Handbook of Reading Assessment
A One-Stop Resource for Prospective and Practicing Educators
Book
08/2015
2nd Edition
Routledge
€107.10
Shipment within 10-20 days
Persons
Sherry Mee Bell is Professor and Department Head, Theory and Practice in Teacher Education, University of Tennessee, Knoxville, TN, USA. A former special and elementary teacher and school psychologist, she is author of a number of articles on assessment, reading/disabilities, and teacher preparation.
R. Steve McCallum is Professor, Department of Educational Psychology and Counseling, University of Tennessee, Knoxville, TN, USA. A fellow of the American Psychological Association, he is author of a number of assessment-related articles, tests, texts, and is Consulting Editor and Co-Founder, Journal of Psychoeducational Assessment.
R. Steve McCallum is Professor, Department of Educational Psychology and Counseling, University of Tennessee, Knoxville, TN, USA. A fellow of the American Psychological Association, he is author of a number of assessment-related articles, tests, texts, and is Consulting Editor and Co-Founder, Journal of Psychoeducational Assessment.
Content
Preface
Acknowledgements
Chapter 1: Assessment of Reading: The Context
Chapter 2: Nature of Reading
Chapter 3: Assessing Motivation to Read
Chapter 4: informal Assessment: Informing Instruction
Chapter 5: Informal Assessment: Progress Monitoring
Chapter 6: Formal Assessment of Reading: Individualized Assessment
Chapter 7: Formal Group Assessment: Focus on Accountability
Chapter 8: Using Informal and Formal Assessment Data to Inform Teaching
Appendix A: International Reading Association Standards 2010: Standard 3
(Assessment)
Appendix B: Inclusive Model of Reading
Appendix C: Literacy Instruction Pie with Overlay of Motivation
Glossary
Acknowledgements
Chapter 1: Assessment of Reading: The Context
Chapter 2: Nature of Reading
Chapter 3: Assessing Motivation to Read
Chapter 4: informal Assessment: Informing Instruction
Chapter 5: Informal Assessment: Progress Monitoring
Chapter 6: Formal Assessment of Reading: Individualized Assessment
Chapter 7: Formal Group Assessment: Focus on Accountability
Chapter 8: Using Informal and Formal Assessment Data to Inform Teaching
Appendix A: International Reading Association Standards 2010: Standard 3
(Assessment)
Appendix B: Inclusive Model of Reading
Appendix C: Literacy Instruction Pie with Overlay of Motivation
Glossary
