" Bader Reading & Language Inventory, 7/e " Lois A. Bader and Daniel L. Pearce The "Bader Reading and Language Inventory "presents a much-needed, highly-authoritative model for ensuring K-12 readers growth, assessing the effectiveness of specific reading approaches, and diagnosing a wide range of literacy needs. In it, teachers, teachers of adult students, reading specialists, and clinicians get a flexible approach to carrying out every aspect of effective reading and learning assessment from a quick screening through a comprehensive reading assessment. Included are personal interviews and student reflection, observations, informal and formal tests, and diagnostic teaching, plus valuable research-based tools and guides that complement the assessment model and provide a balance of assessment practice that doesn t over-test students. " The "Basic Reading Inventory" is an easy-to-use, individually administrated informal reading assessment which identifies students' strengths and weaknesses in reading.It is an all-in one package which includes all of the tools needed for students to assess, interpret, and develop responsive reading instruction for administering, scoring, and interpreting the BRI. Although Assessment drives reading instruction, my students need to learn how to teach reading before they can assess and evaluate. Kudos to Bader & Pearce for putting together an impressive collection of informal assessments for teachers! Inventory provides a step by step process on how to evaluate various reading/language components for students. " - Joyce R. Jeewek, Professor, Benedictine University, College of Education, Lisle, IL Lois A. Bader, Michigan State University Professor Emeritus, continues her extensive consultation and research in literacy. As Executive Director of the Capital Area Literacy Coalition (CALC) in Lansing, Michigan, she involves university students and community volunteers to extend clinical and remedial services to a wide range of clients. CALC s ELL, GED, workplace, K-12, and adult programs are ongoing. Dr. Bader s awards include CASE Professor of the Year, ALER Research and Scholarship Award, and Michigan Women s Hall of Fame. Daniel L. Pearce is Professor of Literacy Education at Texas A&M University Corpus Christi. He is Chair of the Department of Curriculum and Instruction and Director of the PhD programs in literacy and general education. He has won awards for teaching, service, and scholarship. His interests lie in reading diagnosis, working with problem readers, reading comprehension, and school improvement projects. "
Weaving together the latest knowledge and best practices for teaching children to read, this indispensable text and professional resource provides a complete guide to differentiated instruction for diverse learners. Uniquely integrative, the book places the needs of English language learners and students with disabilities front and center instead of treating them as special topics. Accessible chapters on each of the core components of literacy clearly demonstrate how to link formal and informal assessment to evidence-based instruction. Special features include Research Briefs, Tech Tips, Internet Resources, Reflection and Action Questions, and dozens of reproducible student activities and assessment tools.
This text provides numerous examples and thorough coverage of procedures for assessing and instructing struggling readers of all ages. In keeping with current theory, the text emphasizes prevention and early intervention. It is based on the premise that student performance is variable and that assessment and instruction are planned and modified to meet the varied needs and levels of students. Gunning does not subscribe to a medical model that emphasizes deficiencies, but rather focuses on what students can do. This text calls for inclusion, not exclusion, but recognizes that struggling learners need expert, carefully planned assessment and instruction. Assessment coverage includes a grounding in basic concepts of tests and measurement. While formal, standardized measures are described, emphasis is placed upon informal but highly regarded techniques such as the informal reading inventory, miscue analysis, running records, observation, think-alouds, holistic scoring of writing, and portfolio assessment. In addition to chapters devoted specifically to assessment, ways to connect assessment and instruction are mentioned throughout the text. Coverage of instructional techniques is thorough and practical. Nine chapters are devoted to instructional techniques.
A Balanced Approach to Teaching Reading, Writing, Listening, Talking, and Thinking
Author: Ronald L. Cramer
Publisher: Allyn & Bacon
A breakthrough in teaching the language arts, this new text integrates essential elements of phonics instruction with critical principles of literature-based instruction, and an emphasis on the arts resulting in a refreshing and balanced approach to language arts. Ron Cramer has been selected by The International Reading Association for the 2004 Outstanding Teacher Educator in Reading. Written with the belief that all children and teachers possess creative potential, respected author, Ron Cramer masterfully integrates phonics instruction with critical principles of literature-based instruction, namely literature, comprehension, writing, and oral language. Created especially for those students who want hands-on practical applications to take into the classroom, this text will be a “keeper” as it includes more activities than any other text that culminate in a compendium of activities—The Blue Pages—at the end of the book. In sum, Cramer's engaging writing style leaves readers feeling as though they “are in conversation with the author” and clearly answers the question, “How can we teach Language Arts well?” Lastly, this text adds new dimension by providing an important but often neglected emphasis on the arts.
Built on a case-study approach to reading diagnosis, this classroom-based resource features strong research, a theoretical foundation and a developmental, constructivist perspective of literacy. In this fourth edition, the authors offer an Instructional Approach that consistently helps the reflective practitioner connect diagnosis with instructional planning. It provides many more cases from actual students and classrooms than other diagnosis books, as well as a strong research and theoretical grounding for practice. The authors introduce readers to early literacy screening, running records, informal reading inventories, miscue analysis, assessment issues related to national and state initiatives and much more.
Are You Prepared to Teach Reading? will help students prepare for state certification examinations on reading instruction and self-regulate their own learning about teaching reading. The concise prep book will be useful for all teacher candidates who want to self-assess their fundamental knowledge of reading instruction, adequately prepare for their own state reading certification exams, or assess their core knowledge of literacy instruction if they are engaged in alternative certification programs. Brief reviews of the components of reading instruction followed by case studies and thoughtful, diverse multicultural classroom scenarios allow readers to assess themselves with multiple choice decision-making questions, asking what readers know about reading practice. ... Publisher description.
Focusing on ability/disability and reading/writing from an interactive perspective, this text emphasizes the importance of determining and establishing the appropriate learning environment for the individual learner. Extensive, in-depth treatment of current research and best practices make this text a 'must-have' addition to any current or future teacher's library. Section I (Chs. 1-3) provides the readers with a strong, comprehensive knowledge of reading/writing research and assessment practices from which readers can move forward to the second and third sections of the text (Chs. 4-10), which contain detailed discussions and examples of assessment practices. Traditional assessments of students are fully explored, and two chapters are devoted to assessing context factors like instructional methods and materials and tasks. Both classroom-based and standardized assessments are described. Section IV stands alone as an important chapter linking assessment to instruction by means of diagnostic instruction. Section V (Ch. 12-15) is devoted to instructional practices designed to improve reading and writing instruction for struggling students. Chapters on word recognition, vocabulary, comprehension-composition, and "high-utility strategies" address the major components of literacy development. In the final section (Ch. 16), issues related to professional standards and written reports is addressed.