Handbook of Reading Assessment

Handbook of Reading Assessment : A One-Step Resource for Prospective and Practicing Educators

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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
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Product details

  • Hardback | 342 pages
  • 178 x 254 x 20.57mm | 844g
  • Taylor & Francis Ltd
  • London, United Kingdom
  • English
  • Revised
  • 2nd Revised edition
  • 74 black & white illustrations, 34 black & white tables, 25 black & white halftones, 49 black & white line drawings
  • 1138804657
  • 9781138804654

About Sherry Mee Bell

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.
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Table of contents

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
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