Reading Diagnosis and Improvement: Assessment and Instruction (with MyEducationLab)

by Opitz, Michael; Rubin, Dorothy; Erekson, James

• ISBN13: 9780205498451
• ISBN10: 0205498450
• Edition: 5th
• Format: Package
• Copyright: 2011-01-01
• Publisher: Allyn & Bacon

Summary

This popular introduction to diagnosing and improving reading instruction is now revised and updated based on the latest assessments and research. It includes the most current and up-to-date research assessment, bibliographic references, internet activities and activities throughout the text. Increased coverage on hot topics such as phonological awareness, reading fluency, and English Language Learners, have been included to expose teachers to these critical terms. All chapters have been substantially revised and four new chapters have been added including assessing and teaching early literacy and using many different kinds of texts to help children overcome reading difficulties. Includes a complete Informal Reading Inventory, making the text even more comprehensive (Appendix A). Also includes early literacy assessment forms and language transfer issues that my impact reading performance (Appendix C). Uses case studies to help students gain insight into a diagnostic reading and improvement program. Weaves its discussions of such topics as authentic assessment, performance-based assessments, and portfolio assessment. Addresses requisite components of a diagnostic-reading and improvement program and how to weave them together. Places an emphasis on multicultural needs. Provides a wealth of practical, hands-on scenarios that put key concepts into action. Includes a running glossary that highlights key terms throughout the text.

Table of Contents

Preface	xxi
PART 1 SETTING THE STAGE FOR A DIAGNOSTIC-READING AND IMPROVEMENT PROGRAM	1	(104)
Introduction to a Diagnostic-Reading and Improvement Program	3	(11)
Scenario: A Diagnostic-Reading and Improvement Program in Action	4	(1)
Chapter Objectives	4	(1)
What Is a Diagnostic-Reading and Improvement Program?	5	(1)
What Is Diagnosis?	5	(1)
Ten Principles of Diagnosis	6	(1)
Defining Reading	6	(3)
Reading as a Total Integrative Process	7	(2)
Reading Theory and Terminology: A Special Note	9	(1)
Other Terminology	10	(1)
What Is Developmental Reading?	10	(1)
What Is Remedial Reading?	10	(1)
What Is Balanced Reading?	11	(1)
Scenario: Balanced Reading	11	(1)
A Diagnostic-Reading and Improvement Program: A Point of View	11	(1)
Summary	12	(1)
Chapter 1 Key Concepts	12	(1)
Suggestions for Thought Questions and Activities	12	(1)
Internet Activities	13	(1)
Selected Bibliography	13	(1)
The Teacher's Role in the Diagnostic-Reading and Improvement Program	14	(25)
Scenarios: Extremes Don't Work!	15	(1)
Chapter Objectives	16	(1)
The Teacher in a Diagnostic-Reading and Improvement Program	16	(1)
The Teacher as the Key to a Good Reading Program	17	(1)
Some Important Characteristics and Practices of Good Reading Teachers	18	(1)
Teacher Expectations	19	(1)
Teacher Standards	19	(1)
Teaching in the Twenty-First Century	20	(1)
Scenario of a New Teacher	21	(1)
Teacher as Planner	22	(2)
Teacher as Explicit Reading Teacher	24	(1)
What Is Explicit Instruction?	24	(1)
Scenario: A Sample Explicit Reading Lesson	25	(1)
Teacher as Organizer and Manager	25	(2)
Scenario: Mr. Mills---A Good Classroom Manager	27	(2)
Record Keeping	28	(1)
Individualized Instruction	29	(1)
Teacher-Made (Informal) Programs	29	(1)
Commercially Produced or Published Programs	29	(1)
Some Common Characteristics of Commercially Produced and Teacher-Made Individualized Programs	29	(1)
For Whom Does Individualized Instruction Work?	29	(1)
Some Common Sense about Individual Programs	30	(1)
Learning Centers	30	(2)
Designing a Learning Center	31	(1)
Teacher as Self-Evaluator	32	(1)
Another Look at Lisa and Rachael---Extremes Don't Work!	33	(2)
Teaching: A Point of View	35	(1)
Summary	36	(1)
Chapter 2 Key Concepts	37	(1)
Suggestions for Thought Questions and Activities	37	(1)
Internet Activities	38	(1)
Selected Bibliography	38	(1)
Developing a Knowledge Base About Tests, Measurement, and Evaluation	39	(22)
Accountability in the Twenty-First Century	40	(1)
Scenario: Ms. Smith Learns about Assessment	41	(1)
Chapter Objectives	42	(1)
Testing Terminology: Evaluation, Tests, Measurement, and Assessment	43	(1)
Criteria for Good Tests	44	(3)
Standardized Tests	47	(1)
Norm-Referenced Tests	47	(1)
Limitations of Norm-Referenced Measures	48	(1)
Scenario: James Brown---A Teacher Who Knows the Purpose of Tests	48	(1)
Standardized Achievement Survey Test Batteries (Multiple-Subject-Matter Tests) and Standardized Reading Survey Tests (Single-Subject-Matter Tests)	49	(6)
Locator Tests	50	(1)
Practice Tests	51	(1)
Classification of Standardized Tests	51	(1)
Selecting a Standardized Test	51	(1)
Interpretation of Some Achievement Test Score Terms	52	(3)
Criterion-Referenced Tests	55	(2)
Limitations of Criterion Referenced Measures	56	(1)
Teacher-Made Tests	57	(1)
Group and Individual Tests	57	(1)
Diagnostic Reading Tests	58	(1)
Summary	59	(1)
Chapter 3 Key Concepts	59	(1)
Suggestions for Thought Questions and Activities	60	(1)
Internet Activities	60	(1)
Selected Bibliography	60	(1)
Factors That Affect Reading Performance	61	(27)
Scenario: Angelique and Sara: A Study in Contrast	62	(1)
Chapter Objectives	63	(1)
Differentiating Between Educational and Noneducational Factors	64	(1)
Educational Factors	65	(3)
Teaching Methods	65	(1)
Instructional Materials	66	(1)
The Teacher	66	(1)
Instructional Time	67	(1)
School Environment	67	(1)
Non-Educational Factors	68	(16)
Home Environment	68	(1)
Dialect and Language Differences	69	(2)
Standard English, an Important Factor for School Success and Beyond: A Point of View	71	(1)
Intelligence	71	(1)
Gender	72	(1)
Physical Health	73	(1)
Perceptual Factors	74	(8)
Emotional Health	82	(2)
Scenario: The Profile of a First-Grade Failure	84	(2)
Summary	86	(1)
Chapter 4 Key Concepts	86	(1)
Suggestions for Thought Questions and Activities	86	(1)
Internet Activities	87	(1)
Selected Bibliography	87	(1)
Helping Children Achieve in Reading	88	(17)
Introduction	89	(1)
Scenario: Mr. Brown---A Teacher Who Cares	89	(1)
Chapter Objectives	90	(1)
Who Are Good Readers?	90	(3)
Characteristics of Good Readers	90	(3)
Dyslexia: A Point of View	93	(1)
Determing Reading Potential	94	(2)
What Is a Diagnostic Pattern?	96	(1)
Using Listening Capacity to Estimate Reading Potential	96	(2)
Scenario: Who Is Underachieving in Reading?	98	(1)
Ages and Stages of Literacy Development	98	(1)
English Language Learners	99	(3)
Underachieving in School: A Point of View	102	(1)
Summary	103	(1)
Chapter 5 Key Concepts	103	(1)
Suggestions for Thought Questions and Activities	103	(1)
Internet Activities	104	(1)
Selected Bibliography	104	(1)
PART 2 INSTRUMENTS AND TECHNIQUES FOR THE ASSESSMENT AND DIAGNOSIS OF READING PERFORMANCE	105	(134)
Using Alternative Assessment Techniques Across the Grades	107	(33)
Scenario: Teachers Talking	108	(1)
Chapter Objectives	109	(2)
Alternative, Authentic, and Performance Assessment: What's the Difference?	111	(2)
Portfolios and Portfolio Assessment	113	(2)
The Uses of Observation	115	(1)
Making Observations Objective	115	(1)
Anecdotal Records	116	(1)
Determining the Information to Be Recorded	116	(1)
Scenario: Mr. Jackson Checks and Writes	117	(3)
Checklists	120	(2)
Group and Individual Checklists	120	(2)
Checklists and Rating Scales	122	(1)
Other Helpful Alternative Assessment Techniques	122	(16)
Informal Student Interviews	125	(4)
Interest Inventories	129	(1)
Reading Attitude Surveys	130	(2)
Projective Techniques	132	(5)
Reading Autobiography	137	(1)
Summary	138	(1)
Chapter 6 Key Concepts	138	(1)
Suggestions for Thought Questions and Activities	139	(1)
Internet Activities	139	(1)
Selected Bibliography	139	(1)
Assessing and Teaching Early Literacy	140	(49)
Scenario: Helping Children Advance as Language Learners	141	(1)
Introduction	141	(1)
Chapter Objectives	142	(1)
Building an Understanding of Early Literacy	142	(1)
Areas of Early Literacy	143	(1)
Assessing Early Literacy	143	(6)
Pre-Reading Assessment	143	(2)
Uses of Group-Administered Standardized Pre-Reading Assessments	145	(2)
Suggestions for Choosing and Using Mandated Pre-Reading Tests	147	(1)
Current Ways to Assess Early Literacy	148	(1)
Understanding, Assessing, and Teaching Concepts	149	(12)
What Is a Concept?	149	(1)
How Do Concepts Develop?	150	(1)
How Does Concept Development Relate to Language and Reading	151	(1)
How Can Oral Language Concepts Be Assessed	152	(3)
How Can Print Concepts Be Assessed?	155	(2)
Teaching Oral Language and Print Concepts	157	(4)
Understanding, Assessing, and Teaching Phonological Awareness	161	(9)
What Is Phonological Awareness?	161	(3)
How Can Phonological Awareness Be Assessed?	164	(1)
Teaching Phonological Awareness	164	(6)
Understanding, Assessing, and Teaching Letter Identification	170	(4)
What Is Letter Identification?	170	(1)
How Can Letter Identification Be Assessed?	170	(2)
Teaching Letter Identification	172	(2)
Understanding, Assessing, and Teaching Writing	174	(6)
What Is Writing?	174	(2)
What Is Developmental Spelling?	176	(2)
How Can Writing Be Assessed?	178	(1)
Teaching Writing	178	(2)
Undertanding, Assessing, and Teaching Story Sense	180	(4)
What Is Story Sense?	180	(1)
How Can Story Sense Be Assessed?	180	(1)
Teaching Story Sense and Story Comprehension	180	(4)
Putting It All Together: Who Is in Most Need of Early Intervention?	184	(2)
What Is Early Intervention?	184	(1)
Who Is in Most Need of Early Intervention?	184	(2)
Summary	186	(1)
Chapter 7 Key Concepts	186	(1)
Suggestions for Thought Questions and Activities	187	(1)
Internet Activities	187	(1)
Selected Bibliography	188	(1)
Listening in On Students' Oral Reading	189	(50)
Scenario: Using Oral Reading to Learn More about Vicki	190	(1)
Introduction	191	(1)
Chapter Objectives	191	(2)
An Overview of the Informal Reading Inventory	193	(11)
What Is an Informal Reading Inventory?	193	(1)
What Are the Purposes of an Informal Reading Inventory?	193	(2)
Determining Reading and Listening Capacity Levels	195	(3)
Reporting Students' Reading Levels	198	(2)
Code for Marking Oral Reading Errors	200	(1)
Scoring Oral Reading Errors	200	(3)
Using a Diagnostic Checklist for Oral and Silent Reading	203	(1)
Administering and Scoring the IRI	204	(9)
Step 1: Establishing Rapport	204	(1)
Step 2: The Word Recognition Inventory	204	(2)
Step 3: Oral and Silent Reading Passages	206	(1)
Step 4: The Listening Capacity Test	207	(1)
When Is a Listening Capacity Test Given?	207	(6)
Who Should be Given an IRI?	213	(4)
IRI Selection Criteria	217	(1)
Modified IRI Approaches: A Caution	217	(1)
Points of Caution Concerning IRIs	218	(4)
Criteria for Estimating Reading Levels	219	(1)
How Should Oral Reading Errors Be Scored?	220	(1)
Oral and Silent Reading Comprehension	221	(1)
An Overview of Miscue Analysis	222	(3)
What Is Miscue Analysis and What Is its Purpose?	222	(1)
How Can Miscue Analysis Be Used?	222	(1)
Modified Miscue Analysis	223	(2)
An Overview of the Running Record	225	(3)
What Is a Running Record?	225	(1)
What Are the Purposes of a Running Record?	225	(1)
How Are Running Records and IRIs Similar?	225	(2)
How Are Running Records and IRIs Different?	227	(1)
Administering a Running Record	228	(4)
Scoring a Running Record	232	(2)
Interpreting a Running Record	234	(2)
Summary	236	(1)
Chapter 8 Key Concepts	236	(1)
Suggestions for Thought Questions and Activities	236	(1)
Internet Activities	237	(1)
Selected Bibliography	237	(2)
PART 3 THE DIAGNOSTIC-READING AND IMPROVEMENT PROGRAM IN ACTION	239	(290)
Using Texts to Help Children Overcome Reading Difficulties	241	(25)
Scenario: Imagining the Best Possible School	242	(1)
Chapter Objectives	242	(1)
Time Spent Reading	243	(1)
Reasons for Using a Variety of Texts in a Diagnostic-Reading and Improvement Program	244	(1)
Using Texts	245	(16)
Commercial Books	246	(4)
Children's Literature	250	(9)
Other Texts	259	(2)
Computers and Reading in a Diagnostic-Reading and Improvement Program	261	(1)
Diagnosis and Reading Improvement in Content Areas: A Point of View	262	(1)
Summary	263	(1)
Chapter 9 Key Concepts	263	(1)
Suggestions for Thought Questions and Activities	264	(1)
Internet Activities	264	(1)
Selected Bibliography	264	(2)
Helping Children Acquire and Apply Phonics Knowledge	266	(45)
Scenario: Lack of Phonic Skills	267	(1)
Introduction	268	(1)
Chapter Objectives	268	(1)
The Importance of Decoding in Reading	268	(1)
Phonics	269	(1)
A Developmental Sequence of Phonics	269	(23)
Auditory and Visual Discrimination	270	(2)
Consonants	272	(6)
Vowel Sounds	278	(9)
Phonograms	287	(2)
Syllabication---Intermediate Grades	289	(2)
Accenting Words	291	(1)
Teaching Phonics	292	(12)
Guidelines for Exemplary Phonics Instruction	292	(1)
Explicit and Implicit Phonics Instruction	293	(1)
Seven Teaching Strategies	294	(10)
Noting Student Progress	304	(4)
Summary	308	(1)
Chapter 10 Key Concepts	308	(1)
Suggestions for Thought Questions and Activities	308	(1)
Internet Activities	309	(1)
Selected Bibliography	309	(2)
Helping Children Acquire and Apply Vocabulary	311	(45)
Scenario: Mr. Jackson and Vocabulary Expansion	312	(1)
Chapter Objectives	313	(1)
Vocabulary Development	313	(4)
Acquiring Vocabulary	313	(1)
Vocabulary Consciousness	314	(1)
Levels of Knowing a Word	315	(1)
Types of Words	316	(1)
Sight Vocabulary	317	(1)
Defining Word Part Terms	317	(1)
Teaching Vocabulary	317	(7)
Guidelines for Effective Vocabulary Instruction	319	(1)
Teaching Strategies	319	(5)
Scenario: Ms. Johnson Uses a Modeling Strategy to Teach a Context Clue	324	(25)
Noting Student Progress	349	(3)
Summary	352	(1)
Chapter 11 Key Concepts	353	(1)
Suggestions for Thought Questions and Activities	353	(1)
Internet Activities	353	(1)
Selected Bibliography	353	(3)
Helping Children Comprehend	356	(54)
Scenario: Assessing and Teaching Alan	357	(1)
Introduction	358	(1)
Chapter Objectives	359	(1)
Building Background about Comprehension	359	(7)
Comprehension	359	(1)
Listening Comprehension	359	(2)
Reading Comprehension	361	(3)
Reading Comprehension Taxonomies	364	(2)
Oral Reading and Reading Comprehension	366	(2)
Guiding Principles	366	(1)
Oral Reading: Its Role in the Reading Lesson	367	(1)
Comprehension Skills	368	(15)
Main Idea of a Paragraph	368	(7)
Finding the Central Idea of a Group of Paragraphs	375	(3)
Drawing Inferences	378	(5)
Comprehension Strategies	383	(1)
Teaching Comprehension	383	(14)
The Directed Reading-Thinking Activity	384	(7)
Think Aloud	391	(1)
Repeated Reading	391	(1)
Reciprocal Reading Instruction	392	(1)
Literature Webbing	393	(1)
Questioning Strategies	394	(1)
Question--Answer Relationships (QARs)	395	(2)
Noting Student Progress	397	(9)
Questioning as a Diagnostic Technique	397	(1)
Cloze Procedure	398	(4)
Maze Procedure	402	(4)
Summary	406	(1)
Chapter 12 Key Concepts	407	(1)
Suggestions for Thought Questions and Activities	407	(1)
Internet Activities	408	(1)
Selected Bibliography	408	(2)
Learning Strategies and Study Skills in a Diagnostic-Reading and Improvement Program	410	(27)
Introduction	411	(1)
Chapter Objectives	411	(1)
What Are Some Good Study Procedures?	412	(1)
Building Good Study Habits	412	(1)
How to Study	413	(1)
Scenario: Modeling the SQ3R Approach for Fourth Grade Students	414	(1)
Activities	415	(1)
Knowing Your Textbook	415	(2)
Concentration	417	(1)
Following Directions	418	(2)
Skimming	420	(1)
Asking Questions	421	(1)
Reading and Writing as Modes of Learning	422	(1)
Notetaking for Studying	422	(1)
Scenario: Notetaking, Studying, and SQ3R	422	(2)
Scenario: Semantic Mapping and Studying	424	(1)
Summaries as a Mode of Learning	424	(1)
Test Taking	425	(2)
The School Library and Library Skills	427	(2)
Primary Grades	428	(1)
Intermediate and Upper-Elementary Grades	428	(1)
Concentration and Studying: A point of View	429	(6)
Summary	435	(1)
Chapter 13 Key Concepts	435	(1)
Suggestions for Thought Questions and Activities	436	(1)
Internet Activities	436	(1)
Selected Bibliography	436	(1)
Teachers and Parents as Partners in the Diagnostic-Reading and Improvement Program	437	(17)
Introduction	438	(1)
Chapter Objectives	438	(1)
Parental Involvement in the Schools	438	(2)
Some Possible Causes for a Change in Attitude toward Parental Involvement	439	(1)
Emergent Literacy and Parents	440	(1)
Research on Parental Involvement in their Children's Education	441	(2)
Parental Involvement in School Programs	443	(1)
Parental Involvement in Regular School Reading Programs	444	(3)
How Successful Are Parental Involvement Programs?	447	(1)
Television, Computers, Parents, Children, and Reading	448	(3)
Television	448	(1)
Computers	449	(2)
Parent-Teacher Conferences	451	(1)
Summary	451	(1)
Chapter 14 Key Concepts	452	(1)
Suggestions for Thought Questions and Activities	452	(1)
Internet Activities	452	(1)
Selected Bibliography	453	(1)
Putting it all Together	454	(75)
Scenario: Case Report of Child	455	(2)
Chapter Objectives	457	(1)
Scenario Explanation	457	(2)
Five Scenarios	459	(3)
Appendices
Appendix A Constructing an Informal Reading Inventory	462	(5)
Constructing Your Own Informal Reading Inventory	462	(1)
Graded Word Lists	462	(1)
Graded Oral and Silent Reading Passages	463	(1)
The Comprehension Questions	464	(3)
Appendix B Informal Reading Inventory	467	(47)
Special Notes	469	(45)
Appendix C Teacher's Resource Guide of Language Transfer Issues For English Language Learners	514	(15)
Grammar Transfer Issues for Ten Languages	514	(10)
Phonics Transfer Issues for Seven Languages	524	(3)
Sound-Symbol Transfer (Phonics)	527	(2)
Glossary	529	(10)
Index	539