Note: Supplemental materials are not guaranteed with Rental or Used book purchases.
What is included with this book?
Rebecca Barr was Professor of Education and Director of the Doctoral Program at National College of Education of National-Louis University, Chicago, Illinois. She was also editor of the Handbooks of Reading Research, the past president of the National Reading Conference and Editor of the Journal of Reading Behavior. She was a noted educator, scholar, and researcher.
Camille Blachowicz is Professor of Education and Director of the Reading Program and The Reading Center at National College of Education of National-Louis University, Chicago, Illinois. She is the author of numerous chapters, articles, and books primarily in her research area, vocabulary instruction, and speaks widely nationally and internationally. Dr. Blachowicz was named to the roster of Outstanding Teacher Educators in Reading by the International Reading Association and has been the recipient of grants and fellowships from the Institute of Educational Sciences, the Spencer and Fulbright Foundations.
Ann Bates is Assistant Professor of Education and Clinical Director of the Reading Center at National-Louis University, Chicago, Illinois. She writes, researches, and speaks on clinical practice, early reading and story telling. Currently she is a research associate on the federally funded Multi-faceted Comprehensive Vocabulary Improvement Program Project.
Claudia Katz is Assistant Professor of Education and Director of Professional Outreach for the Reading and Language Department at National College of Education of National-Louis University, Chicago, Illinois. She has been a columnist for the Journal of Adolescent and Adult Literacy and writes, researches, and speaks on adolescent literacy and literature.
Barbara Kaufman is Adjunct Instructor of Education at National College of Education of National-Louis University, Chicago, Illinois. She is also director of The Good News Tutoring Program, one of the oldest continuous community tutoring programs in the United States. She is a coach-facilitator with Literacy Partners of The Chicago Literacy Initiative Partnership, a project in urban school reform.
|About the Authors||p. viii|
|Model for Reading Diagnosis and Instructional Planning||p. 1|
|Knowledge of Print: Its Development, Assessment, and Instructional Support||p. 34|
|Knowledge of Print: Oral Reading Analysis and Instructional Support||p. 80|
|Prior Knowledge and Vocabulary: Development, Assessment, and Instructional Support||p. 119|
|Reading Comprehension: Its Nature and Development||p. 169|
|Reading Comprehension: Assessment and Instructional Support||p. 209|
|Writing: A Window on Reading||p. 247|
|Using Informal Reading Inventories and Extended Passages||p. 275|
|Decision Making: Organizing, Using, and Communicating Assessment Information||p. 322|
|Dolch Basic Sight Vocabulary||p. 359|
|Blachowicz Informal Phonics Survey||p. 361|
|Complete Records of Performance on an IRI: James||p. 365|
|Assessment Instruments||p. 388|
|Resources for Leveling Books||p. 401|
|Name Index||p. 418|
|Subject Index||p. 421|
|Table of Contents provided by Ingram. All Rights Reserved.|