Adolescent Literacy Inventory, Grades 6-12

Series
Allyn & Bacon
Author
William G. Brozo / Peter P Afflerbach  
Publisher
Pearson
Cover
Softcover
Edition
1
Language
English
Total pages
400
Pub.-date
February 2010
ISBN13
9780205569991
ISBN
0205569994
Related Titles


Product detail

Title no longer available

Description

The Adolescent Literacy Inventory (ALI), Grades 6-12 helps teachers understand student reading as it develops.

 

The Adolescent Literacy Inventory , Grades 6-12, is a revolutionary new assessment tool that makes it possible for middle and high school teachers to learn more about their students' reading and writing abilities than ever before.  Two premier adolescent literacy and literacy assessment experts Bill Brozo and Peter Afflerbach, have incorporated into ALI passages from actual science, social studies, English/Language Arts, and math textbooks, allowing teachers and literacy specialists to efficiently diagnose students' academic literacy abilities.  The ALI provides teachers with information not only on reading skill and strategy but also on how students use these in content areas, so teachers can determine the most appropriate text adaptations and instructional strategies for their students. 

Features

Supplies assessment passages that incorporate authentic sections of text from books for grades 6-12 in the four major content areas-Science, social studies, math, and English/Language arts.

  • Teachers will discover students' reading skills and develop strategies with actual content area material. 

 

Includes alternative assessment passages for each grade level and content area.

·         These alternative assessment passages allow teachers to corroborate grade-level appropriate reading material for individual students and document growth in skills and strategies. 

 

Provides interactive assessment options for each assessment passage.

·         Teachers can employ built-in reading and writing strategies to determine how effective these are for improving students' comprehension of content text (e.g., text impressions, Venn diagrams, vocabulary self-awareness).

 

Embeds comprehension questions at various levels of understanding.

·         Allows teachers and students to check for comprehension of textual content while reading.

 

Features a “decision tree” (Section 2).

·         The “decision tree” prompts teachers to ask what information about students they want, as well as their level of experience and knowledge before individualizing the most appropriate assessment approach.

·         Some approaches would be quick assessment, deep assessment, or interactive assessment.

 

Describes various potential student profiles in the “guide to instructional decision making(Section 7).

·         Based on ALI assessment information and how teachers can turn that information into effective practices for individuals. 

·         The text also provides teachers with practical information about the next instructional steps to take after administering the ALI.

 

Uses “cloze-maze passages” for placement into assessment passages (Section 8)-These short passages (taken from the longer assessment passages) cloze out key content vocabulary.

·         This approach allows for very accurate placement decisions-students must not only pronounce content vocabulary, but also read and understand the words in context.


Allows for the assessment of the five pillars of reading

·         The versatile ALI provides options for assessing phonics, phonemic awareness, fluency, vocabulary, and comprehension with content text.

Table of Contents

 

Section 1

Introduction to the Adolescent Literacy Inventory and the Adolescent Reader

           

--The Adolescent Literacy Inventory and the Construct of Reading

--How Does Such an Assessment Enterprise Work?

            --The Adolescent Literacy Inventory and the Construct of Assessment

            --Ecological Validity

            --Consequences of Assessment

            --Demands on Our Students in School and in the World Beyond School

            --Formative Uses of the Adolescent Literacy Inventory

            --Characteristics of Adolescent Readers and Writers

            --Theoretical and Research Dimensions of Adolescent Literacy

            --Cognitive Strategies and Reading

            --Advances in Our Understanding and Use of Effective Reading Assessment

            --The Role of Formative Literacy Assessment in Improving Adolescents' Literacy

            --References

 

Section 2

 A Description of the Components of the Adolescent Literacy Inventory and Administration Procedures

            --Decision Tree

            --Development and Description of the Features of the ALI

            --The Maze Placement Passages: Development and Directions

            --Administering Maze Passages

            --Reading Passages: Development and Directions

            --Pre-Reading Administration Options

            --Text impression and Venn diagram

            --Vocabulary self-awareness

            --Reading Comprehension Questions

            -Passage Reading Options

            --Procedures For Assessing A Student's Ability to Read Content Text

            --Procedures For Assessing A Student's Reading Skills

            --Oral Reading

            --Words Correct Per Minute (WCPM)

            --Steps in Conducting a WCPM Assessment

            --Miscues and Miscue Analysis

Steps In Conducting An Assessment Of Oral Reading  

Miscues

--Marking and Analyzing Oral Reading Miscues

            --Content Specific Reading Abilities and Skills

            --Interactive Assessment

            --Steps in Conducting an Interactive Assessment

            --References

 

Section 3

The Adolescent Literacy Inventory: Next Steps

 

            --Maximizing the Results of the Adolescent Literacy Inventory

            --Patterns of Reading Challenge and Next Steps

            --1. The reader who lacks prior knowledge for the text

            --Actual behaviors

            --Next steps

-2. The reader who needs to better understand that reading is done to construct meaning from text and not to demonstrate perfect oral reading

--Actual behaviors

--Next steps

--3. The student who focuses on word-by-word reading but does not understand

--Actual behaviors

--Next steps

-4. The student who has individual skills and strategies but isn't able to coordinate them to achieve success in reading

--Actual behaviors

--Next steps

--5. The reader who is experiencing word-level processing bottlenecks

--Actual behaviors

-Next steps

            --A Final Note on Motivation and Reader Self-Esteem

            --Actual behaviors

            --Next steps

 

Section 4

Math:  Teacher and Student Protocols

 

Section 5

Language Arts:  Teacher and Student Protocols

 

Section 6

Science:  Teacher and Student Protocols

 

Section 7

Social Studies: Teacher and Student Protocols

 

Back Cover

Helps teachers understand student reading as it develops! 


The Adolescent Literacy Inventory is a revolutionary new assessment tool that makes it possible for middle and high school teachers to learn more about their students' reading and writing abilities than ever before.  Created by two premier adolescent literacy and literacy assessment experts, the ALI uses passages from actual science, social, studies, English/Language Arts, and math textbooks, allowing teachers and literacy specialists to efficiently diagnose students' academic literacy abilities.  The ALI provides teachers with information not only on reading skill and strategy but also on how students use these in content areas, so teachers can determine the most appropriate text adaptations and instructional strategies for their students. 

 

Features of the book include: 

  • Focuses on adolescent literacy. 
  • Comprised of assessment passages from actual textbooks for grades 6-12.
  • Offers teachers several assessment options, including an interactive assessment option.
  • Includes a “decision tree” that prompts teachers to ask what information they desire about each student, their level of experience and knowledge, and then tailors the most appropriate assessment option.
  • The “cloze-maze” approach to passage placement allows for extremely accurate placement decisions.

 

The Adolescent Literacy Inventory  allows pre-service, in-service, and reading specialists to determine the best assessment path for each student. 


Allows for the assessment of the five pillars of reading

·         The versatile ALI provides options for assessing phonics, phonemic awareness, fluency, vocabulary, and comprehension with content text.

Author

Dr. William G. Brozo was a co-investigator on a Carnegie Grant team that compiled an important report on best practice in adolescent literacy (Principled Practices for Adolescent Literacy: A Framework for Instruction and Policy, Erlbaum).  He is a member of the Adolescent Literacy Committee, and member of the PISA/PIRLS Task Force responsible for analyzing international reading assessments.  His other Pearson Education books includeContent Literacy for Today's Adolescents: Honoring Diversity and Building Competence, 50 Content Area Strategies for Adolescent Literacy, and Supporting Content Area Literacy with Technology: Meeting the Needs of Diverse Learners.  He has taught reading and language arts in junior and senior high school in the Carolinas and is currently Professor of Literacy in the Graduate School of Education at George Mason University. 

 

Dr. Peter Afflerbach is a Professor in the Reading Center, Department of Curriculum and Instruction at the University of Maryland at College Park. His most recent book is Understanding and Using Reading Assessment, K-12 (International Reading Association).  His research interests include literacy assessment, the alignment of reading assessment with standards for reading and the strategies that readers use to understand text. His research has been published in numerous theoretical and practical journals.  He is a past editor of the Reading Assessment column in The Reading Teacher, and he serves on the Editorial Advisory Boards of The Reading Teacher, Reading Research Quarterly, and Journal of Educational Psychology. He is a co-editor of the Handbook of Reading Research. Currently, he serves on the Reading Committee of the National Assessment of Educational Progress (NAEP), the Reading Framework 2009 Committee of the National Assessment of Educational Progress (NAEP) and the Reading Committee of the National Adult Literacy Survey (NALS).

Reader Review(s)

“I really love [these are the things] about the assessment:

1.      The texts allow for 6-12 assessments.

2.      The texts are the types of texts we should be reading in our classrooms (and our lives).

3.      There is assessment for content area literacy at each level.

4.      There is some scaffolding for teachers who do not have a literacy background.”

 

- Martha Templeton, Secondary Literacy Coordinator, Northwest Georgia RESA