"A co-publication of Routledge and the International Reading Association." Includes bibliographical references (p. 329-352) and indexes.
Contents:
Pt. 1. Assessment and analysis in the classroom. The classroom teacher's role ; Understanding standardized tests and quantitative data ; Assessing affective, linguistic, and other qualitative information ; Assessing comprehension, comprehending strategies, and other cognitive information ; Analyzing and using information qualitatively -- pt. 2. Organization and instruction in the classroom. Organizing for reading development and instruction ; Assessment, instruction, and learning in the classroom -- Ideas for strategy development.
Summary:
'Assessing Readers' continues to bridge the gap between authentic and informal assessment and the more traditional quantitative analysis and summative approach that typically governs the work of reading specialists. At the heart of the book is confidence in the capabilities of knowledgeable teachers to make the correct literacy decisions for the students they teach. It supports individual classroom teachers' knowledge, beliefs, decisions, and roles and offers specific assessment, instruction, and organisational ideas and strategies, while incorporating the range of perspectives that inform the field of reading and literacy education and covering the most important ideas and information found in more traditional reading diagnosis books.
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.