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The most comprehensive assessment tool of its kind, this diagnostic battery of tests is easy for busy teachers to administer and to interpret. It provides valid, reliable procedures for individual, in-depth assessment in seven areas: Emergent Reading, Word Identification and Phonics, Comprehension, Spelling, English as a Second Language, Writing, and Oral Processing. Unique to this inventory is an arithmetic screening test so reading and language skills can be compared with math skills for better overall assessment, and visual and auditory discrimination screening is included. Chapters include: The Bader Reading and Language Inventory; Administering the Inventory; Student Priorities and Interest; English as a Second Language (ESL) Quick Start; English as a Second Language (ESL) Checklist; Word Recognition Lists; Graded Reading Passages; Spelling Tests; Visual Discrimination Test; Preliteracy and Emerging Literacy Assessment; Semantic and Syntactic Evaluation: Cloze Tests; Phonics and Structural Analysis Test; Oral Language; Writing; Arithmetic Test; Open Book Reading Assessment; Student Background Information; Case Study: Jackie; Developing and Validating the Inventory. >
Table of Contents
I. THE BADER READING AND LANGUAGE INVENTORY.
The Bader Reading and Language Inventory. Administering the Inventory.
II. TEST BATTERY.
Student Priorities and Interest. English as a Second Language (ESL) Quick Start. English as a Second Language (ESL) Checklist. Word Recognition Lists. Graded Reading Passages. Spelling Tests. Visual Discrimination Test. Auditory Discrimination Test. Preliteracy and Emerging Literacy Assessment. Semantic and Syntactic Evaluation: Cloze Tests. Phonics and Structural Analysis Test. Oral Language. Writing. Arithmetic Test. Open Book Reading Assessment.
III. RECORDING, SUMMARIZING, INTERPRETING.
Student Background Information. Case Study: Jackie.
IV. DEVELOPMENT OF THE INVENTORY: VALIDITY AND RELIABILITY.
Developing and Validating the Inventory.
To the extent that students' needs are understood, they can be helped to learn.As a result of the dedication of many teachers, specialists, and researchers, a great deal has been learned about factors that influence achievement in basic areas of functioning such as reading, writing, and arithmetic. This knowledge is tempered with the realization that assessment of achievement, as well as the factors underlying achievement, is a complex process requiring conclusions that must be considered tentative. Teachers of children, adolescents, and adults, however, have instructional decisions to make. They need to make referrals to specialists in vision, hearing, and language development, as appropriate, to meet the needs of individual students. Yet most teachers have teaching responsibilities that make individual, in-depth evaluation difficult to do. Most reading and learning specialists have demands on their time, too. Thus, this inventory was developed for teachers and specialists who need a diagnostic battery that encompasses vital areas of evaluation based on research and practice, efficient in administration and interpretation, and relatively inexpensive to use. Concerns about "high stakes testing" that results in children, teens, and adults being erroneously failed or excluded have been raised repeatedly in the popular media and in professional publications. Professional authorities have long recommended individual tests for children and adults who fail group-administered or pencil-and-paper tests. This inventory provides valid, reliable procedures for individual assessment. The instruments within can assist teachers and specialists to discover inhibiting conditions that can be ameliorated with appropriate instruction. NEW IN THIS EDITION The fourth edition of theBader Reading and Language Inventoryhas been revised to improve its organization, increase its passages' appeal, provide more guidance for subtest selection and sequencing, expand English as a second language record keeping, highlight phonemic and emergent literacy assessment, and provide a model for diagnostic and instructional decision making. The flowcharts are more accessible. Flowcharts for quick screening, basic assessment, and diagnostic testing are on the inside front cover. A flowchart for preliteracy and emergent literacy is on the inside back cover. Page numbers on the charts provide for easier location of the tests. An instructor's checklist now supplements the English as a second language screening test. These instruments have been used with thousands of migrant families, refugees, and immigrants in the last eight years and found to be practical, useful, and accurate for initial program placement and for monitoring development in English both by teachers and by tutors. A case study presented by Michelle Johnston, Ph.D., provides a clear example of the reasoning of a diagnostician as he or she plans and carries out an assessment and makes recommendations for instruction. Although earlier editions of the inventory contained tests to assess phonemic awareness and emergent literacy, the subtests pertaining to these areas are now highlighted through a revised sequence and with more explanation. The remainder of the inventory has undergone minor changes based on recommendations of reviewers who are literacy authorities from universities across the nation. These reviewers who have used the inventory report that they are satisfied with its content.