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Overview"The Adolescent Literacy Inventory (ALI) helps teachers understand students' reading as it develops. The Adolescent Literacy Inventory,Grades 6-12, is a revolutionary new assessment tool that makes it possible for middle and high school teachers to learn more about their students’ reading and writing abilities than ever before. Two premier adolescent literacy and literacy assessment experts Bill Brozo and Peter Afflerbach, have incorporated into ALI passages from actual science, social studies, English/Language Arts, and math textbooks, allowing teachers and literacy specialists to efficiently diagnose students’ academic literacy abilities. The ALI provides teachers with information not only on reading skill and strategy but also on how students use these in content areas, so teachers can determine the most appropriate text adaptations and instructional strategies for their students. Take a peek inside... Includes authentic assessment passages from actual student textbooks in the four major content area domains Features alternative assessment passages for each grade level and content area Embeds comprehension questions within each passage that allow teachers and students to check for comprehension as they read Allows teacher to determine the best assessment path for each student with the ""Decision Tree"" feature" Full Product DetailsAuthor: William G. Brozo , Peter P. AfflerbachPublisher: Pearson Education (US) Imprint: Pearson Dimensions: Width: 21.60cm , Height: 3.10cm , Length: 27.60cm Weight: 1.610kg ISBN: 9780205569991ISBN 10: 0205569994 Pages: 696 Publication Date: 19 May 2010 Audience: Professional and scholarly , Professional & Vocational Format: Paperback Publisher's Status: Out of Print Availability: In Print  Limited stock is available. It will be ordered for you and shipped pending supplier's limited stock. Table of ContentsSection 1 Introduction to the Adolescent Literacy Inventory and the Adolescent Reader --The Adolescent Literacy Inventory and the Construct of Reading --How Does Such an Assessment Enterprise Work? --The Adolescent Literacy Inventory and the Construct of Assessment --Ecological Validity --Consequences of Assessment --Demands on Our Students in School and in the World Beyond School --Formative Uses of the Adolescent Literacy Inventory --Characteristics of Adolescent Readers and Writers --Theoretical and Research Dimensions of Adolescent Literacy --Cognitive Strategies and Reading --Advances in Our Understanding and Use of Effective Reading Assessment --The Role of Formative Literacy Assessment in Improving Adolescents’ Literacy --References Section 2 A Description of the Components of the Adolescent Literacy Inventory and Administration Procedures --Decision Tree --Development and Description of the Features of the ALI --The Maze Placement Passages: Development and Directions --Administering Maze Passages --Reading Passages: Development and Directions --Pre-Reading Administration Options --Text impression and Venn diagram --Vocabulary self-awareness --Reading Comprehension Questions -Passage Reading Options --Procedures For Assessing A Student’s Ability to Read Content Text --Procedures For Assessing A Student’s Reading Skills --Oral Reading --Words Correct Per Minute (WCPM) --Steps in Conducting a WCPM Assessment --Miscues and Miscue Analysis Steps In Conducting An Assessment Of Oral Reading Miscues --Marking and Analyzing Oral Reading Miscues --Content Specific Reading Abilities and Skills --Interactive Assessment --Steps in Conducting an Interactive Assessment --References Section 3 The Adolescent Literacy Inventory: Next Steps --Maximizing the Results of the Adolescent Literacy Inventory --Patterns of Reading Challenge and Next Steps --1. The reader who lacks prior knowledge for the text --Actual behaviors --Next steps -2. The reader who needs to better understand that reading is done to construct meaning from text and not to demonstrate perfect oral reading --Actual behaviors --Next steps --3. The student who focuses on word-by-word reading but does not understand --Actual behaviors --Next steps -4. The student who has individual skills and strategies but isn’t able to coordinate them to achieve success in reading --Actual behaviors --Next steps --5. The reader who is experiencing word-level processing bottlenecks --Actual behaviors -Next steps --A Final Note on Motivation and Reader Self-Esteem --Actual behaviors --Next steps Section 4 Math: Teacher and Student Protocols Section 5 Language Arts: Teacher and Student Protocols Section 6 Science: Teacher and Student Protocols Section 7 Social Studies: Teacher and Student ProtocolsReviewsI really love [these are the things] about the assessment: 1. The texts allow for 6-12 assessments. 2. The texts are the types of texts we should be reading in our classrooms (and our lives). 3. There is assessment for content area literacy at each level. 4. There is some scaffolding for teachers who do not have a literacy background. - Martha Templeton, Secondary Literacy Coordinator, Northwest Georgia RESA <I><P>â I really love [these are the things] about the assessment:</P><P>1. The texts allow for 6-12 assessments.</P><P>2. The texts are the types of texts we should be reading in our classrooms (and our lives). </P><P>3. There is assessment for content area literacy at each level.</P><P>4. There is some scaffolding for teachers who do not have a literacy background.â </P></I><P> </P><P><B>- Martha Templeton, Secondary Literacy Coordinator, Northwest Georgia RESA</B></P><P> </P> Author InformationDr. William G. Brozo was a co-investigator on a Carnegie Grant team that compiled an important report on best practice in adolescent literacy (Principled Practices for Adolescent Literacy: A Framework for Instruction and Policy, Erlbaum). He is a member of the Adolescent Literacy Committee, and member of the PISA/PIRLS Task Force responsible for analyzing international reading assessments. His other Pearson Education books includeContent Literacy for Today’s Adolescents: Honoring Diversity and Building Competence, 50 Content Area Strategies for Adolescent Literacy, and Supporting Content Area Literacy with Technology: Meeting the Needs of Diverse Learners. He has taught reading and language arts in junior and senior high school in the Carolinas and is currently Professor of Literacy in the Graduate School of Education at George Mason University. Dr. Peter Afflerbach is a Professor in the Reading Center, Department of Curriculum and Instruction at the University of Maryland at College Park. His most recent book is Understanding and Using Reading Assessment, K-12 (International Reading Association). His research interests include literacy assessment, the alignment of reading assessment with standards for reading and the strategies that readers use to understand text. His research has been published in numerous theoretical and practical journals. He is a past editor of the Reading Assessment column in The Reading Teacher, and he serves on the Editorial Advisory Boards of The Reading Teacher, Reading Research Quarterly, and Journal of Educational Psychology. He is a co-editor of the Handbook of Reading Research. Currently, he serves on the Reading Committee of the National Assessment of Educational Progress (NAEP), the Reading Framework 2009 Committee of the National Assessment of Educational Progress (NAEP) and the Reading Committee of the National Adult Literacy Survey (NALS). Tab Content 6Author Website:Countries AvailableAll regions |
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