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In Understanding, Assessing, and Teaching Reading, 7/e, pre- and in-service get the background they need to assess, make diagnoses and improve integral parts of their reading programs. This comprehensive, practical, and easy-to-use resource presents a well-respected combination of theory, practical applications, and basic knowledge and skills, setting the stage for effective reading diagnosis and improvement. It describes various assessment measures teachers can use to assess and diagnosis students’ reading performance, and presents reading content and instruction. Using the book’s applied model of assessment and teaching, teachers learn how to determine the strengths and needs of each individual reader, forming the basis for effective differentiated instruction in the classroom.
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0133831043 / 9780133831047 Understanding, Assessing, and Teaching Reading: A Diagnostic Approach, Loose-Leaf Version with Enhanced Pearson eText -- Access Card Package
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0133520986 / 9780133520989 Understanding, Assessing, and Teaching Reading: A Diagnostic Approach, Loose-Leaf Version
0133827038 / 9780133827033 Understanding, Assessing, and Teaching Reading: A Diagnostic Approach, Enhanced Pearson eText -- Access Card
Michael F. Opitz is professor emeritus of reading education from the University of Northern Colorado. He is the author and coauthor of numerous books, articles, and reading programs. Currently he is a literacy consultant who provides in-service and staff development and presents at state and international conferences. He also works with K-6 teachers to plan, teach, and evaluate demonstration lessons focused on different aspects of literacy.
James Erekson is associate professor of reading education at University of Northern Colorado. He has published articles and book chapters on assessment, fluency, and children’s literature. His new book, Engaging Minds in Social Studies Classrooms: The Surprising Power of Joy (ASCD, 2013), is designed to help teachers keep motivation front and center in the academic curriculum. He is coauthor with Michael Opitz and Michael Ford on Accessible Assessment (Heinemann, 2010), and is currently conducting research with K-12 teachers on how best to present meaningful data about young readers to school administrators and parents.
Brief Table of Contents
Chapter 1: Understanding A Diagnostic Approach to Assessing and Teaching Reading
Chapter 2: Factors that Affect Reading Performance
Chapter 3: Classroom Assessments
Chapter 4: Oral Reading Assessments
Chapter 5: Commercial Tests
Chapter 6: Teaching with A Diagnostic Approach Mindset
Chapter 7: Teaching with Texts
Chapter 8: Early Literacy
Chapter 9: Comprehension
Chapter 10: Vocabulary
Chapter 11: Phonics
Chapter 12: Fluency
Chapter 13: Study Skills
Chapter 14: Partnering with Parents Chapter 15:
Putting it All Together