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This is the 2nd edition with a publication date of 7/18/2007.
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This is the only reading inventory on the market to support the treatment of reading as athinkingprocess through questions and assessments that measure not only readers'ability to recall facts, but also whether they can draw logical conclusions about those facts and respond critically to those conclusions. This book includes both narrative and expository readers'passages for use with pre-K readers through readers in grade 9; and is written in an accessible, inviting style. Through the use of longer passages, multi-level assessments, and case studies, the authors provide a truly effective means to secure a differential analysis of a child's reading comprehension performance.Three distinct levels of comprehension questions: text-based, inferential, and criticalassist in grouping readers by ability levels, from simple recall to critical engagement with text. Case studies of three levels of diagnostic analysis helps teachers understand the difference between readers who are having genuine difficulty and readers who are simply reluctant. Rubrics for retelling and for fluency stress that word recognition must be assessed within the context of comprehension. Inclusion of the simplified miscue analysis technique highlights both the reader's strategies and his/her orientation.For pre-K -grade 9 teachers.
Table of Contents
|Introduction to the|
|Critical Reading Inventory|
|What is Critical Reading?|
|Why Assess Critical Reading?|
|Why a Critical Reading Inventory?|
|Who Will Use the CRI?|
|Secial Features of the CRI|
|Potential Impact of the CRI|
|Description of the|
|Critical Reading Inventory Word Lists|
|Flash and Untimed What Word Lists Cannot Do Form A Passages|
|Narrative Form B Passages|
|Informational Oral reading and Miscue Analysis|
|The Nature of Miscues Comprehension Check|
|Three Dimensions of Comprehension|
|Critical Response Items|
|Administration and Scoring of|
|Critical Reading Inventory Interviews|
|Teacher Interview Word Lists|
|Flash and Untimed Oral Reading Scoreable|
|Miscues Non-Scoreable Miscues Miscue Analysis|
|Calculating and Interpreting the RAI and MMI|
|Miscue Analysis Worksheet Examining Miscues|
|Using the Miscue Analysis|
|Worksheet Fluency Silent Reading|
|Comprehension Assessment: Retellings|
|The Nature of Retellings Comprehension Questions Scoring|
|Comprehension Questions Administering the Listening|
|Comprehension Test Lookbacks Using the Recapitulation Record|
|Interpretation of Test Results|
|Levels of CRI Analysis|
|The Analysis of Reading Performance|
|What a Good Reader Does Reading Levels on the CRI|
|Setting Reading Levels with the CRI|
|Technical Features of the CRI: Development and Validation|
|Field Testing Constructing the Word Lists|
|Constructing the Interviews|
|Constructing the Passages Readability Assessment of|
|Comprehension Estimating Levels|
|The Betts Criteria Reliability|
|Case Studies Case Study One Test Records|
|Tamika Discussion of CRI Results|
|Tamika Case Study Two Test Records|
|Discussion of CRI Results|
|Passage Length and Readability Data|
|A Brief Guide to the ASII System|
|Table of Contents provided by Publisher. All Rights Reserved.|