|Assessment of Reading and Writing Difficulties||
Assessment of Reading and Writing Difficulties
|220.80||approx. 7-9 days|
An interactive perspective on reading and writing ability/disability with an emphasis on understanding and addressing learners' difficulties in relation to the instructional context.
While retaining the focus of the previous edition on careful and extensive discussion of language acquisition, vocabulary development, and early literacy; greater attention to English language learners; attention to adolescent literacy; and information about the RTI process, this new edition includes some dramatic changes, most notably it is abbreviated to focus on multiple types and levels of assessment within a reoriented assessment-instruction process, which includes screening, differentiation and intervention in the classroom, and progress monitoring.
Completely updated throughout, this new edition focuses on the most recent thought and practice in the assessment process; includes a new Case Study, new case examples for diagnostic teaching, clear discussion of assessment at the district and classroom levels, an enhanced discussion of progress monitoring, a new diagnostic model, and more; and provides coverage of the Common Core State Standards.
Throughout the text, readers get the most recent thought and practice in a reorientation of the assessment-instruction process to focus on a SYSTEM of assessment that begins with using whole group data for screening to determine who needs additional diagnostic assessment and proceeds to the use of diagnostic information for the purpose of differentiation and intervention.
The authors' focus on assessment takes into account the role of differentiation and intervention beginning in the classroom, rather than waiting for a specialist's comprehensive diagnostic work up.
A new Case Study in Chapter 3 and Appendix A aligns with the new orientation of the text.
New assessments and modes of managing data are included in Chapter 10''s new case examples for diagnostic teaching.
Readers are better able to understand how to identify struggling students and those requiring further assessment with the help of clear discussion of assessment at the district and classroom levels.
Through an enhanced discussion of progress monitoring the authors provide guidelines for effectively using the tools and examples of best practices. (Chapters 7, 8 , 9, 10)
Teachers can better align school-based practices with a diagnostic model included in Chapter 3's new discussion of the types of assessment.
Guidance for planning assessment and instruction is included in Chapter 6's discussion of Common Core State Standards, with a focus on Text Complexity.
New Appendices cover a discussion of test concepts and an annotated listing of IRIs.
The flexibility of the material in this abbreviated text makes the information more in line with current university offerings.
SECTION 1 Theory into Practice 1
Chapter 1 Perspectives on Reading and Writing Ability
Chapter 2 An Interactive View of Reading and Writing
SECTION 2 Getting Started with the Assessment Instruction Process
Chapter 3 Reading and Writing Disability and the Assessment-Instruction Process
Chapter 4 Using Data to Understand Groups of Students and Identify Students for a Closer Look
SECTION 3 Evaluating the Context
Chapter 5 Evaluating the Instructional Environment/Context, Co-authored with Nancy DeFrance
Chapter 6 Instructional Resources Co-authored with Nancy DeFrance
SECTION 4 Evaluating the Learner
Chapter 7 Assessing Young Readers and Writers
Chapter 8 Structured Inventories, Benchmark and Progress Monitoring Assessments
Chapter 9 Formative and Diagnostic Assessment
SECTION 5 Interactions: Assessment and Instruction as Inquiry
Chapter 10 Interactive Decision Making and Continuous Progress Monitoring
A new edition of one of the most respected and well-known texts in the field!
A “must-have” resource for any teacher's library-and the perfect text for a variety of reading assessment courses-this book presents an interactive perspective on reading and writing ability and disability, with an emphasis on understanding and addressing learners' difficulties in relation to the instructional context.
Here readers get an extensive, in-depth, and up-to-date treatment of current research and best practices in reading assessment, diagnosis, and remediation. While retaining the focus of the previous edition on careful and extensive discussion of language acquisition, vocabulary development, and early literacy; greater attention to English language learners; attention to adolescent literacy; and information about the RTI process, this new edition includes some dramatic changes, most notably:
Also included are a new Case Study, new case examples for diagnostic teaching and a new diagnostic model, clear discussion of assessment at the district and classroom levels, an enhanced discussion of progress monitoring, and coverage of the Common Core State Standards.
Marjorie Y. Lipson is professor emerita at the University of Vermont. Prior to receiving her doctorate at the University of Michigan, she taught elementary school in a Spanish-English bilingual setting in the Midwest and for several years in Washington, D.C. Her scholarship has focused on reading comprehension, reading difficulties, and factors influencing literacy success. She is still involved with the Vermont Reads Institute, a consortium of research and development projects focused on improving literacy achievement in grades K-12.
Professor Lipson's collaborations with dozens of schools and school districts have had a significant impact over the past decade. She is the author of Teacher Reading Beyond the Primary Grades (2007) and coeditor, with Karen Wixson, of Successful Approaches to RTI (IRA, 2010). She has published articles in many journals including The Reading Teacher, Language Arts, Reading Research Quarterly, and The Elementary School Journal. She has served on editorial boards for journals such as Language Arts, and the Journal of Literacy Research; has been a member of the board of directors of the National Reading Conference and an active member of the International Reading Association for 25 years. She has also been active in international work, having spent time working with teachers in both Ghana and Tanzania and helping to inform literacy practices in the Republic of Georgia.
Karen K. Wixon is Professor and Dean of the School of Education at University of North Carolina Greensboro. Previously she was Professor of Education at the University of Michigan where she served as Dean from 1998-2005. Prior to receiving her doctorate in reading education at Syracuse University, she worked as both a remedial reading specialist and a learning disabilities teacher. Dr. Wixson has published widely in the areas of literacy curriculum, instruction, and assessment in books including Successful Approaches to RTI, which she co-edited for the International Reading Association (IRA) with Dr. Lipson, and other publications such as Reading Research Quarterly, The Reading Teacher, Elementary School Journal, Review of Research in Education, and the Handbook of Reading Research. She has been a long-time consultant to the National Assessment of Educational Progress (NAEP) reading tests, and served as a member of the extended work for the Common Core ELA standards. She has served as a member of the Board of Directors of the Literacy Research Association (formerly the National Research Conference) and IRA and, with Dr. Lipson, as Co-chair of the IRA Commission on RTI.