This best-selling book is a ready-reference for teachers of reading, a highly popular core text for reading diagnosis and assessment courses, and an ideal guide for ongoing professional development workshops. The unique format of the book, with its IF/THEN Strategy Guides that help readers quickly match student needs to research-proven strategies, make it a quick, effective, #x1C;point-of-teaching#x1D; resource of up to date information, strategies, and suggestions. In Strategies for Reading Assessment and InstructionReaders can quickly turn to current information on evidence-based assessment and instruction and find ways to assess, teach, and organize for effective and comprehensive reading instruction.
D. Ray Reutzel is the Emma Eccles Jones Distinguished Professor and Endowed Chair of Early Childhood Education at Utah State University. He has served as technical assistant to the Reading Excellence Act and the Reading First federal reading reform projects in Utah and has taught in Kindergarten, first grade, third grade, and sixth grade. Dr. Reutzel is the recipent of the 1999 A.B. Herr Award for Outstanding Research and Published Contributions to Reading Education, the 2004 Researcher/Scholar of the Year Award at Utah State University, and the 2007 John C. Manning Public School Service Award. Dr. Reutzel is the author of more than 175 refereed research reports, articles, books, book chapters, and monographs
Dr. Robert B. Cooter, Jr. is the Ursuline Endowed Chair and Professor of Teacher Education at Bellarmine University in Louisville, Kentucky. His research focuses on the improvement of reading instruction for children living at the poverty level.
In the public schools, Dr. Cooter was named a Texas State Champion for Reading for development of the Dallas Reading Plan. He has authored or co-authored 20 books in reading education and more than 60 journal articles. In 2008 Cooter received the A.B. Herr Award for contributions to the field of literacy and was recently elected to serve as president of the Association of Literacy Educators and Researchers.
Chapter 1 Classroom Reading Assessment and the Teaching/Learning Cycle
Chapter 2 Response to Intervention (RTI): Differentiating Instruction for Struggling Readers
Chapter 3 Oral Language Assessment and Development
Chapter 4 Children’s Concepts about Print
Chapter 5 Phonemic Awareness and Alphabetic Principle
Chapter 6 Phonics and Decoding Skills
Chapter 7 Reading Fluency
Chapter 8 Teaching and Assessing Vocabulary Development
Chapter 9 Reading Comprehension: Focus on the Reader
Chapter 10 Reading Comprehension: Focus on the Text
Chapter 11Academic Literacy and New Literacy Studies
Chapter 12 Making School–Family Connections