Overview

"Now in a revised and expanded second edition, this invaluable book provides teachers and coaches with the information and tools they need to get started on the complex process of reading assessment. Grounded in a solid scientific framework, the book presents practical strategies that enable teachers to recognize ""good reader"" behaviors, assess students' strengths and weaknesses, analyze the evidence collected, and make instructional decisions. The second edition has been thoroughly updated throughout. It also covers new tools for assessing early literacy, offering guidelines for choosing among them; considers the pros and cons of high-stakes testing; and presents alternatives to standardized measures. Numerous examples, professional development activities, and reproducibles enhance the utility of this ideal classroom resource and text."

Full Product Details

Author:   Joanne Schudt Caldwell ,  Joanne Caldwell
Publisher:   Guilford Publications
Imprint:   Guilford Publications
Edition:   2nd edition
Dimensions:   Width: 17.40cm , Height: 2.40cm , Length: 24.60cm
Weight:   0.686kg
ISBN:  

9781593855802

ISBN 10:   159385580
Pages:   294
Publication Date:   03 January 2008
Audience:   College/higher education ,  Postgraduate, Research & Scholarly
Replaced By:   9781462514175
Format:   Hardback
Publisher's Status:   Out of Print
Availability:   Out of stock  

Table of Contents

Overview of the Reading Process: What Do Good Readers Do, and How Do Teachers and Coaches Assess This? Assessment as Part of Instruction: How Can We Assess as We Teach? The Informal Reading Inventory Process: How Does It Address the Four Purposes of Reading Assessment? Early Literacy: What Do We Need to Know about Beginning Readers? Word Identification: How Can We Assess a Student's Word Identification Ability? Reading Fluency: How Can We Assess Reading Fluency? Comprehension of Words and Text: How Can We Assess Understanding of Words and Text? Motivation: What Makes Students Want to Read, and How Can We Assess This? Standardized Tests: What Do They Tell Us about Reading Performance? Schoolwide Reading Assessment: How Can We Collect, Organize, and Present Classroom Data? General Summary: Assessing the Good Reader Behaviors. Overview of Published Literacy Assessments.

Reviews

Caldwell goes beyond 'number crunching' to build strong links between assessment and instruction. She clearly demonstrates how classroom teachers and literacy coaches can implement best practices for determining how well children are reading and how best to meet their needs, within the time frame of regular classroom instruction. Each component of the reading process is delineated, and assessment approaches for each component are clearly explained. Realistic, down-to-earth examples make this text very readable without lots of technical jargon, and exercises at the end of each chapter can serve as a basis for student assignments. I definitely plan to use this excellent book as the main required text in my Reading Diagnosis and Remediation course. --Barbara A. Carpenter, PhD, EdD, Division of Education, Health and Wellness, Gainesville State College, Georgia I highly recommend this text for use in any undergraduate or graduate reading assessment course. I found the inclusion of possible student-teacher interactions, teacher and student work samples, and the overall clarity of writing to be the text's strengths. While very inclusive of the assessment process, the book is as readable as a novel--not your typical professional text! --Barbara A. Sposet, PhD, Division of Education, Baldwin-Wallace College<p> This book shows that assessment, to be effective, must be manageable, not so voluminous as to be less than useful. Caldwell challenges teachers and coaches to think about the purposes of assessment. She suggests ways to choose appropriate assessments, evaluate the resulting data systematically and dynamically, and use the results appropriately to inform instruction. Most helpful is theuse of 'good reader behaviors' as a theme throughout the book and as a tool to link assessment with instruction. --Barbara Laster, EdD, Professor of Education and Director, Graduate Programs in Literacy, Towson University<p> In a concise, user-friendly format, this important book offers excellent research-based strategies and resources. The focus is on current assessment approaches linked to instruction, and their effects on student achievement. The explanations, text boxes, and realistic examples provide readers with opportunities to link the information to their own assessment and instructional practices. This text is suitable for use in professional development and teacher study groups, and as a resource to inform daily interactions with students. It can also be used in college literacy courses that are training teachers or preparing them to coach and support their colleagues. --Lynn Romeo, EdD, Associate Dean, School of Education, Monmouth University

'Caldwell goes beyond 'number crunching' to build strong links between assessment and instruction. She clearly demonstrates how classroom teachers and literacy coaches can implement best practices for determining how well children are reading and how best to meet their needs, within the time frame of regular classroom instruction. Each component of the reading process is delineated, and assessment approaches for each component are clearly explained. Realistic, down-to-earth examples make this text very readable without lots of technical jargon.' - Barbara A. Carpenter, PhD, EdD, Gainesville State College, Georgia, USA 'This book shows that assessment, to be effective, must be manageable, not so voluminous as to be less than useful. Caldwell challenges teachers and coaches to think about the purposes of assessment. She suggests ways to choose appropriate assessments, evaluate the resulting data systematically and dynamically, and use the results appropriately to inform instruction. Most helpful is the use of 'good reader behaviors' as a theme throughout the book and as a tool to link assessment with instruction.' - Barbara Laster, EdD, Professor of Education and Director, Graduate Programs in Literacy, Towson University, USA 'I found the inclusion of possible student-teacher interactions, teacher and student work samples, and the overall clarity of writing to be the text's strengths. While very inclusive of the assessment process, the book is as readable as a novel - not your typical professional text!' - Barbara A. Sposet, PhD, Division of Education, Baldwin-Wallace College, USA

Caldwell goes beyond 'number crunching' to build strong links between assessment and instruction. She clearly demonstrates how classroom teachers and literacy coaches can implement best practices for determining how well children are reading and how best to meet their needs, within the time frame of regular classroom instruction. Each component of the reading process is delineated, and assessment approaches for each component are clearly explained. Realistic, down-to-earth examples make this text very readable without lots of technical jargon, and exercises at the end of each chapter can serve as a basis for student assignments. I definitely plan to use this excellent book as the main required text in my Reading Diagnosis and Remediation course. --Barbara A. Carpenter, PhD, EdD, Division of Education, Health and Wellness, Gainesville State College, Georgia I highly recommend this text for use in any undergraduate or graduate reading assessment course. I found the inclusion of possibl

'Caldwell goes beyond 'number crunching' to build strong links between assessment and instruction. She clearly demonstrates how classroom teachers and literacy coaches can implement best practices for determining how well children are reading and how best to meet their needs, within the time frame of regular classroom instruction. Each component of the reading process is delineated, and assessment approaches for each component are clearly explained. Realistic, down-to-earth examples make this text very readable without lots of technical jargon.' - Barbara A. Carpenter, PhD, EdD, Gainesville State College, Georgia, USA 'This book shows that assessment, to be effective, must be manageable, not so voluminous as to be less than useful. Caldwell challenges teachers and coaches to think about the purposes of assessment. She suggests ways to choose appropriate assessments, evaluate the resulting data systematically and dynamically, and use the results appropriately to inform instruction. Most helpful is the use of 'good reader behaviors' as a theme throughout the book and as a tool to link assessment with instruction.' - Barbara Laster, EdD, Professor of Education and Director, Graduate Programs in Literacy, Towson University, USA 'I found the inclusion of possible student-teacher interactions, teacher and student work samples, and the overall clarity of writing to be the text's strengths. While very inclusive of the assessment process, the book is as readable as a novel - not your typical professional text!' - Barbara A. Sposet, PhD, Division of Education, Baldwin-Wallace College, USA

Author Information

JoAnne Schudt Caldwell, PhD, College of Education, Cardinal Stritch University, Milwaukee, WI, USA

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