Linking Reading Assessment to Instruction; An Application Worktext for Elementary Classroom Teachers, Third Edition

by Shearer Mariotti, Arleen; Homan, Susan P.

• ISBN13: 9780805836929
• ISBN10: 0805836926
• Edition: 3rd
• Format: Paperback
• Copyright: 2001-01-01
• Publisher: LEA, Inc.

Summary

This worktext applies current theory to classroom practice by providing, in each chapter, a brief explanation of major concepts followed by guided practical experience in administering, scoring, and interpreting reading assessment techniques. Like the popular previous editions, the third edition: *emphasizes the use of assessment and diagnosis for instructional decision making--rather than for simply giving grades; *stresses the use of informal assessment techniques--reflecting the current emphasis in educational assessment theories--but also includes coverage of standardized test scores; *provides both classroom-tested results and interpretations of the data, giving students step-by-step experience in administering, scoring, and interpreting assessment techniques; and *includes numerous "hands-on" activity worksheets. The recent U.S. National Reading Panel report found that, for children to be good readers, they must be taught phonemic awareness, phonics skills, how to read fluently, and how to apply comprehension strategies. Linking Reading Assessment to Instruction: An Application Worktext for Elementary Classroom Teachers, Third Edition, covers all four areas. It is appropriate for undergraduate or graduate reading methods courses that include a diagnosis component, reading diagnosis courses, exceptional education courses, and in-service courses on reading/literacy development. Changes in the third edition include: *thorough updating throughout the text; *new activities on standardized tests, running records, and metacognitive comprehension, and; reorganized sections on using standardized test scores and story retelling. An Instructor's Manual is available upon adoption.

Table of Contents

Preface	p. XI
Assessment and Diagnosis Defined	p. 1
Assessment Versus Diagnosis	p. 1
Skills Versus Strategies	p. 2
Integrating Assessment and Instruction	p. 4
Record Keeping	p. 4
Summary	p. 5
Suggested Readings	p. 5
Self-Evaluation	p. 7
Anticipation Guide: Reading Difficulties and Diagnosis	p. 8
Self-Assessment of Proficiency in Reading Diagnosis	p. 9
Self-Scoring Cloze Pretest: Reading Instruction	p. 10
Summary	p. 12
Suggested Readings	p. 12
Structured Observations and the Interview	p. 13
Structured Observation	p. 13
Structured Observation of the Emergent Literacy Stage	p. 15
Using the Modified Concepts about Print Test	p. 15
Test of Print Concepts Answer Sheet	p. 17
Sample: Test of Print Concepts Answer Sheet	p. 19
Activity: Using the Test of Print Concepts	p. 21
Activity: Emergent Reader Case Study	p. 23
Using the Observation Checklist: Emergent Literacy Stage	p. 29
Observation Checklist: Emergent Literacy Stage	p. 33
Activity: Using the Observation Checklist--Emergent Literacy Stage	p. 35
Structured Observation of the Early and Fluent Literacy Stages	p. 37
Using the Observation Checklists: Early and Fluent Literacy Stages	p. 37
Sample: Observation--Early and Fluent Literacy Stages	p. 38
Activity: Observation Checklist: Early and Fluent Literacy Stages--Oral and Silent Reading Behaviors	p. 40
Activity: Using the Observation Checklists--Early and Fluent Literacy Stages	p. 42
The Interview	p. 42
Sample: Interview	p. 43
Activity: Interviewing	p. 45
Questions for Interviewing	p. 46
Summary	p. 48
Suggested Readings	p. 48
Using Standardized Test Scores	p. 49
Interpreting Scores	p. 49
Sample: Standardized Test Scores Interpretation	p. 50
Activity: Interpreting Standardized Readiness Test Scores	p. 51
Activity: Interpreting Standardized Test Scores for a Group	p. 53
Activity: Comparing Individual Student Test Scores	p. 55
Activity: Standardized Achievement Test Scores	p. 57
Summary	p. 59
Suggested Readings	p. 59
Identifying Problem Readers	p. 61
Listening Comprehension	p. 62
Activity: Using Listening Comprehension Tests	p. 63
Reading Expectancy Quotient and Reading Quotient	p. 64
Procedure for Determining a Reading Problem	p. 64
Example	p. 65
Activity: Determining Problem Readers Using Reading Expectancy Quotient and Reading Quotient	p. 66
Degree of Tolerable Difference	p. 67
Formulae and Guidelines	p. 67
Example	p. 67
Activity: Using the Degree of Tolerable Difference	p. 68
Activity: Interview of a Classroom Teacher	p. 69
Summary	p. 71
Suggested Readings	p. 71
Informal Reading Inventory	p. 73
Administration of the Informal Reading Inventory	p. 74
Determining a Starting Point	p. 74
Assessing Oral Reading and Comprehension of Connected Text	p. 74
Assessing Silent Reading Level	p. 75
Assessing Listening Comprehension Level	p. 75
Quantitative Analysis of Reading Levels on an IRI	p. 76
The Betts Criteria	p. 76
The Powell Criteria	p. 77
Activity: Determining Reading Levels on an IRI	p. 79
Activity: Determining Reading Levels and Calculating the Degree of a Reading Problem	p. 80
Recording of Oral Reading Errors	p. 81
Activity: Marking and Classifying Oral Reading Errors	p. 83
Qualitative Analysis of Oral Reading Errors	p. 85
Oral Reading Behavior Analysis Form	p. 85
Questions to Determine Solving Strategies	p. 87
Summary Sheet	p. 88
Sample: IRI (Mary)	p. 88
Activity: Analyzing Results of an IRI	p. 99
Activity: Analyzing Results of an IRI	p. 115
Activity: Administering and Interpreting an IRI	p. 131
Running Record	p. 131
Activity: Administering a Running Record	p. 134
Summary	p. 135
Suggested Readings	p. 135
Evaluating Comprehension Strategies	p. 137
The Cloze Test	p. 137
Constructing the Cloze Test	p. 138
Administering the Cloze Test	p. 138
Scoring the Cloze Test	p. 139
Criteria for Evaluating Cloze Test Scores	p. 139
Analyzing Cloze Test Responses	p. 140
Activity: Scoring and Analyzing a Cloze Test	p. 142
Activity: Constructing, Administering, and Scoring a Cloze Test	p. 147
The Content Reading Inventory	p. 147
Example of a Content Reading Inventory (Grade 4)	p. 148
Activity: Developing a Content Reading Inventory	p. 149
The Group Reading Inventory	p. 150
Example of a Group Reading Inventory (Grade 4)	p. 150
Activity: Group Reading Inventory	p. 152
Strategies for Evaluating Metacognitive Comprehension Skills	p. 154
Reciprocal Teaching	p. 154
Reciprocal Teaching Guide	p. 157
Prediction Guide	p. 159
ReQuest Procedure	p. 160
Activity: Evaluating Metacognitive Comprehension Strategies	p. 161
Directed Reading-Thinking Activity	p. 162
Strategies for Evaluating Comprehension of Story Structure	p. 167
Story Maps	p. 167
Story Map Form	p. 169
Story Frames	p. 171
Story Frame Form	p. 173
Forms for Assessing Progress Using Story Maps and Story Frames	p. 175
Literary Elements Individual Record	p. 177
Literary Elements Class Record	p. 179
Story Retelling	p. 181
Sample: Story Retelling--A Quantitative Analysis	p. 181
Activity: Evaluating Comprehension of Story Structure	p. 182
Summary	p. 185
Suggested Readings	p. 185
Assessment of Word-Recognition Knowledge and Spelling Stages	p. 187
Assessing Word-Analysis Skills	p. 187
The Klesius-Homan Phonic Word-analysis Test	p. 188
The Klesius-Homan Phonic Word-analysis Test	p. 189
Sample: Klesius-Homan Phonic Word-analysis Test	p. 193
Activity: Using the Klesius-Homan Phonic Word-analysis Test (Antonio)	p. 196
Activity: Using the Klesius-Homan Phonic Word-analysis Test (Amber)	p. 199
Assessing Sight Word Knowledge: The Fry Instant Word Lists	p. 202
Activity: Usign the Fry Instant Word Lists	p. 202
Assessing Phonemic Awareness	p. 209
Test of Phonemic Awareness	p. 211
Activity: Test of Phonemic Awareness	p. 213
Assessing Spelling Stages	p. 215
Characteristics of Prephonemic Spelling	p. 215
Characteristics of Early Phonemic Spelling	p. 215
Characteristics of Letter-name Spelling	p. 215
Characteristics of Transitional Spelling	p. 216
Features List Analysis Forms for Assessing Spelling Stages	p. 216
Activity: Using the Features List Analysis Form	p. 223
Activity: Using Children's Writing to Determine Spelling Stage	p. 226
Summary	p. 231
Suggested Readings	p. 231
Grouping and Instructional Decision Making	p. 233
Grouping	p. 233
Activity: Grouping for Reading Using Standardized Test Scores (Grade 5)	p. 234
Instructional Decision Making	p. 236
Activity: Decision Making Based on Standardized Test Data (Grade 4 Special Reading Class)	p. 236
Activity: Grouping for Reading Using Informal Reading Inventory Scores (Grade 5)	p. 240
Activity: Examining a Reading Group's Performance (Grade 2)	p. 245
Summary	p. 249
Suggested Readings	p. 249
Directions for the Language Experience Approach	p. 251
Directions for the Directed Listening-Thinking Activity	p. 253
Extra Forms	p. 255
Glossary	p. 267
References	p. 271
Index	p. 273
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