Reading Assessments

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Reading Assessments

1.

Fragile Evidence: A Critique of Reading Assessment
by Jane Hansen, Peter Johnston, Sharon Murphy, Patrick Shannon. 210 pgs.

Book

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Title Page

Contents

Preface

Endnotes

Introduction

Part I

1 What Counts as Evidence of Reading?

2 Evidence, Validity, and Assessment

Part Ii The Validity of Standardized Tests From a Traditional Psychometric Perspective

4 Individualized Assessment

Part Iii The Validity of Standardized Tests From the Perspective of Their Use

5 A Selective Social History of the Uses Of Reading Tests

6 The Consequences of the Use Of Standardized Tests

Part Iv Moving Toward Alternatives

7 "Evaluation is All Day, Noticing What is Happening": Multifaceted Evaluations of Readers

8 Toward Reform: Lessons From Miscue Analysis

Part V Reform Initiatives

9 Reforms in Assessment: Perils and Possibilities

10 Toward a Revisioning of Reading Assessment: What Matters?

Appendix Attributes of Individualized And Group Tests Analyzed

References

Author Index

Index
2.

Linking Reading Assessment to Instruction: An Application Worktext for Elementary Classroom Teachers
by Susan P. Homan, Arleen Shearer Mariotti. 277 pgs.

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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.

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Title Page

Contents

Preface

Chapter 1: Assessment and Diagnosis Defined

Chapter 2: Self-Evaluation

Chapter 3: Structured Observations and the Interview

Chapter 4: Using Standardized Test Scores

Chapter 5: Identifying Problem Readers

Chapter 6: Informal Reading Inventory

Chapter 7: Evaluating Comprehension Strategies

Chapter 8: Assessment of Word-Recognition Knowledge and Spelling Stages

Chapter 9: Grouping and Instructional Decision Making

Appendix A: Directions for the Language Experience Approach

Appendix B: Directions for the Directed Listening-Thinking Activity

Appendix C: Extra Forms

Glossary

References

Index
3.

Handbook of Research on Teaching Literacy through the Communicative and Visual Arts (Chap. 20 "Alternative Methodology for Diagnostic Assessment of Written and Verbal Responses to Works of Art," Chap. 51 "Accountability through Assessment and Instruction," and Chap. 53 "Alternative Assessment, Literacy Education, and School Reform")
by James Flood, Shirley Brice Heath, Diane Lapp. 906 pgs.

Book

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In an era characterized by the rapid evolution of the concept of literacy, this handbook focuses on multiple ways in which learners gain access to knowledge and skills. It explores the possibilities of broadening current conceptualizations of literacy to include the full array of the communicative arts.

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Title Page

Contents

Preface

Contributors

Reviewers

Part I: Theoretical Bases for Communicative and Visual Arts Teaching

Introduction

1: Literacy for the Information Age

References

2: Television as a Learning Environment: a Theory of Synergy

References

3: Tv Viewing, Reading and Media Literacy

References

4: Television and Language Learning

References

5: Visual Communication Skills and Media Literacy

References

6: Visual Intelligence and Analogical Thinking

References

7: Visual Intelligence and Spatial Aptitudes

8: Exploring Future Media

9: Balancing Act: Using Drama to Even the Exchange of Information in the Classroom

References

10: Navigating the Changing Landscape of Literacy: Current Theory and Research in Computer-Based Reading and Writing

References

Part II: Methods of Inquiry in Communicative and Visual Arts Teaching

Introduction: Explorations in Crossing Boundaries

11: Ethnography for the Study of Performance in the Classroom

References

12: Transcription and Representation in Literacy Research

References

13: Methodology in Teacher Research: Three Cases

References

14: Assessing Development and Learning Over Time

References

15: Children Out of Bounds: the Power of Case Studies in Expanding Visions of Literacy Development

References

16: Ethnography and Ethnographers of and in Education: a Situated Perspective

References

17: Remaking Sense, Reshaping Inquiry: Feminist Metaphors and a Literacy of the Possible

References

18: Making 'Collaboration' Problematic in Collaborative School-University Research: Studying with Urban Teacher Researchers to Transform Literacy Curriculum Genres

References

19: Poetic Representation

20: Alternative Methodology for Diagnostic Assessment of Written and Verbal Responses to Works of Art

References

Appendix A: Diagnostic Profile of Art Understandings

Appendix B: Supportive Responses for Diagnostic Categories

21: A National Policy Perspective on Research Intersections Between Literacy and the Visual / Communicative Arts

References

22: Learning with Multiple Symbol Systems: Possibilities, Realities, Paradigm Shifts and Developmental Considerations

References

Part III: Research on Language Learners in Families, Communities, and Classrooms

Introduction

23: Telling Their Stories, Singing Their Songs

References

24: Deaf Children as Literacy Learners: Tom, Robbie, and Paul

References

25: Youth Genre in the Classroom: Can Children's and Teachers' Cultures Meet?

26: Bridging Home and School Literacies: Models for Culturally Responsive Teaching, a Case for African-American English

References

27: Student Conversations: Provocative Echoes

References

28: Street Literacy

References

29: Intergenerational Discourses: Life Texts of African-American Mothers and Daughters

30: Community Literacy: from Home to Work and Back

31: A Grass Roots Think Tank: Linking Writing and Community Building

Part IV: Research on Language Teachers: Conditions and Contexts

Introduction: Dorothy S. Strickland

References

32: Preparing Language Arts Teachers in a Time of Reform

References

33: Becoming a Member of a Professional Language Learning Community

34: Teacher Preparation in the Language Arts: a Synthesis

References

35: Exploring Voices of the Language Arts Universe: from Tin Can Telephones to Satellite Missions

References

36: Teachers Reflecting on Practice

References

37: Putting It in Perspective: Administrating Art Education for Literacy

References

38: Preparing Preservice Teachers to Teach Multicultural Literature

References

Part V: Expanding Instructional Environments: Teaching, Learning, and Assessing the Communicative and Visual Arts

Introduction

39: Instructional Environments for Language and Learning: Considerations for Young Children

References

40: Dramatic Play, Context, and Children's Communicative Behavior

References

41: Drama Worlds: Places of the Heart, Head, Voice, and Hand in Dramatic Interpretation

References

42: From Storytelling to Going On-Line: Language and Literacy Opportunities in the Elementary School

References

43: “what Have You Learned?”: Co-Constructing the Meaning of Time

44: The Literary Text: Its Future in the Classroom

45: Instructional Environments for Language and Literacy: Considerations for the Adult Learner

References

46: Film, Video, and Books: Some Considerations for Learning and Teaching

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47: Electronic Discourse Communities: Theory, Practice, and Research

References

48: The Future of Television in the Home and in the Classroom: Evidence for Impact

References

49: Newspapers and On-Line Text: Essentials of the Literacy Environment

References

50: Reading Comics, the Invisible Art

51: Accountability Through Assessment and Instruction

References

Part VI: Research Perspectives on Curricular, Extracurricular, and Policy Perspectives

Introduction

52: Who Determines Policy, Power and Politics and What Are Their Attitudes?

53: Alternative Assessment, Literacy Education, and School Reform

References

54: Setting Opportunity-To-Learn Standards

55: State Curricular Frameworks and Standards in the Communicative Arts

References

56: State Curricular Frameworks and the Real Life of the Classroom

56a: Reading Recovery: a Summary of Research

References

56b: International Perspectives on the Reading Recovery Program

References

56c: Change Through Collaboration: the Boston University-Chelsea Public Schools Partnership in Literacy

References

56d: Teaching the Delayed Reader: the Benchmark School Model

References

56e: Effective Literacy Instruction: Findings of the Kamehameha Elementary Education Program

References

56f: California's Literature-Based Curriculum and the California Literature Project

56g: The Introduction of the National Curriculum for English

57: Cross-National Studies of Literacy

References

58: National Centers: Do They Matter to Schools?

58a: Literature Curriculum: Issues of Definition and Control

References

58b: Ten Years of Research: Achievements of the National Center for the Study of Writing and Literacy

References

58c: Classroom Contexts Promoting Literacy Engagement

References

58d: Standards in the Language Arts

References

58e: Developing State Standards in English Language Arts: a Case Study

Part VII: Voices from the Field

Introduction

59: Voices from the World of the Classroom

59a: Like Happy Dreams: Integrating Visual Arts, Writing, and Reading

59b: Symbolism: a Third-Grade Experience

References

59c: Voices from the Field: Constructing Meaning from Illustrations

59d: We Are the Music Makers: Helping Children Express Themselves Through the Magic of Poetry

References

60: Voices from the World of Children's Books

60a: The Eye and the Ear

60b: Books About Art: a Joyous Vision

References

60c: Sound and Resound

References

60d: An Author Celebrates the Unpredictable Ways of the Illustrator

60e: The Visual Arts Made Accessible Through Picture Books

60f: Playing Against Conventions: the True Story of the Stinky Cheese Man

61: Voices from the World of Film and Television

61a: Reflections: Arthur Moves to Tv and Cds

61b: Bringing Arthur to Television

61c: Reading Rainbow and the Joy of Reading

References

61d: Visual Literacy Goes to the Movies

61e: “hoop Dreams”: an Interview with Steven James—producer, Director, Co-Editor

62: Voices from the World of Art and Music

62a: Thoughts on Visual Literacy

62b: “songs Capture Something That's Gone and Make It into Something Tangible”: an Interview with Songwriter Caroline Peyton

63: Voices from the World of Publishing and Technology

63a: Judging by the Cover: How a Magazine Promotes Communicative Literacy

63b: Words + Pictures = Magic: a Designer Looks at Picture Books

63c: The Changing Face of Literacy: a Publisher's Perspective

63d: New Directions in Literacy Instruction

63e: The Creation of a Basal Program: a Collaborative Effort

63f: The Role of Computer Graphics in Literacy Attainment

References

64: Current Issues and Future Directions

References

Name Index

Subject Index
4.

Developing Engaged Readers in School and Home Communities (Chap. 9 "Engaged Assessment of Engaged Readers")
by Peter Afflerbach, Linda Baker, David Reinking. 307 pgs.

Book

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Title Page

Contents

Preface

I SOCIAL AND CULTURAL CONTEXTS OF READING DEVELOPMENT AND ENGAGEMENT

1: The Influence of Family Beliefs and Practices on Children's Early Reading Development

5: Children's Motivations for Literacy Learning

6: Creating Motivating Contexts for Literacy Learning

III ENGAGED INSTRUCTION AND LEARNING

7: Beyond Reading to Learn: Developing Content and Disciplinary Knowledge Through Texts

9: Engaged Assessment of Engaged Readers

IV TOWARD CONTEXTUALIZING LITERACY RESEARCH

10: Perspectives for Literacy Research

11: Multiple Entries into Inquiry: Dissolving the Boundaries Between Research and Teaching

12: The Ethics of Collaborative Educational Research

Index

Subject Index
5.

The Reading for Real Handbook (Chap. 9 "Real Assessment for Real Readers")
by Colin Harrison. 235 pgs.

Book

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The Reading for Real Handbook was very well received by both teachers and literacy specialists when it was published in 1992. Since its first publication there have been significant changes in the field of 'reading', not least of which has been governmental demands for higher standards in reading and the resultant National Literacy Strategy (NLS). As well as providing invaluable help for teachers struggling with the National Literacy Strategy and the Literacy Hour, several other new topics of interest are also addressed, including teaching fiction/non-fiction inside and outside the Literacy Hour, integrating reading, writing and spelling work, involving parents, assessment and working with slower readers.

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Title Page

Contents

Figures

Acknowledgements

Introduction

Bibliography

Part I: What Does Research Tell Us About Learning to Be a Reader?

1: The Reading Process and Learning to Read

2: Building a House of Fiction

Part II: Which Books Should We Use?

3: Choosing Books for Young Readers

4: Reading is More Than Words and Sentences

Part III: How Should We Encourage Children to Be Readers?

5: Reading for Real in the Classroom

6: The Literacy Environment of the Classroom

7: Forward to Fundamentals - the Foundations of Literacy

8: Paired Reading with Peers and Parents

Recommended Readings

9: Real Assessment for Real Readers

Recommended Readings

10: Supporting Readers with English as an Additional Language

11: Struggling Readers

Index
6.

Reading Comprehension: From Research to Practice (Chap. 8 "Recent Theory and Research into the Reading Process: Implications for Reading Assessment")
by Judith Orasanu. 385 pgs.

Book

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Title Page

Contents

Preface

I: Introduction

1: Introduction: Comprehension Theory and How It Grew

II: The Comprehension Process

2: Cognitive Processes in Reading

3: What They Don't Know Will Hurt Them: the Role of Prior Knowledge in Comprehension

4: The Role of Metacognition in Reading and Studying

5: Changing Linguistic Perspectives on Literacy

6: Skilled Reading and Language Development: Some Key Issues

III: Instructional Implications

7: Instructional Research in Reading: a Retrospective

8: Recent Theory and Research into the Reading Process: Implications for Reading Assessment

9: Readable Textbooks, Or, Selecting a Textbook Is Not like Buying a Pair of Shoes

Text Excerpt Citations

10: Reading and Writing: How Are the First Two "R'S" Related?

Acknowledgment

11: Teaching Reading and Writing with Personal Computers

12: Computer Technology and Reading Instruction: Perspectives and Directions

13: Literacy in the Secondary School

IV: From Research to Practice: Case Studies

14: Star: Teaching Reading and Writing

Appendix A

15: Development and Implementation of the Keep Reading Program

16: The Step Up Language Arts Program: a Study of Effective Change

17: Rethinking Reading and Listening in a Large Public School System: a Case History

18: Collaboration for School Improvement: a Case Study of a School District and a College

19: Content Reading in Secondary Schools

20: Effective Literacy Training Programs for Adults in Business and Municipal 20 Employment

References

Author Index

Subject Index
7.

Reading, Language, and Literacy: Instruction for the Twenty-First Century (Chap. 15 "Resistance, Complacency, and Reform in Reading Assessment")
by Fran Lehr, Jean Osborn. 307 pgs.

Book

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Title Page

Contents

Preface

Acknowledgments

Reference

I: Learning about Print

1: Phonics and Beginning Reading Instruction

2: Phonemic Awareness: a Consideration of Research and Practice

3: Structural Analysis: Some Guidelines for Instruction

4: Twenty Years of Research on Reading: Answers and Questions

II: Whole Language

5: If Ain't Whole, It Ain't Language -- or Back to the Basics of Freedom and Dignity

6: Whole Language: Exploring the Meaning of the Label

7: Separating the Rhetoric from the Effects: Whole Language in Kindergarten and First Grade

8: Creating Optimum Learning Environments: Is Membership in the Whole Language Community Necessary?

Acknowledgments

III: Children, Adults, Books: Interactive Reading

9: Awakening Literacy through Interactive Story Reading

10: Student, Text, Teacher: Interactive Learning in the Reading Recovery Program

11: Home and School Influences on Learning to Read in Kindergarten through Second Grade

IV: The Rediscovery of Literature in the Curriculum

12: The Power of the Narrative

Acknowledgment

13: Multiculturalism and Children's Literature

V: Reading Research: Implications for Teachers, Policymakers, and Publishers

14: World Illiteracy

Acknowledgments

15: Resistance, Complacency, and Reform in Reading Assessment

16: Resarch as We Approach the Millennium: beyond Becoming a Nation of Readers

VI: Publishers' Perspectives

17: Consensus Emerging, but a Way to Go

18: Children, Adults, Books: Implications for Publishers

Author Index

Subject Index
8.

Measuring Children's Reading Development Using Leveled Texts, in The Reading Teacher
by Scott G. Paris. 3 pgs.

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Measuring children's reading development using leveled texts
9.

Effects and Perceived Consequences of Using Read-Aloud and Teacher-Recommended Testing Accommodations on a Reading Achievement Test, in School Psychology Review
by Stephen N. Elliott, Brian C. McKevitt. 8 pgs.

Journal Article
10.

Children with Reading Disabilities: Does Dynamic Assessment Help in the Classification?, in Learning Disability Quarterly
by Crystal B. Howard, H. Lee Swanson. 18 pgs.

Journal Article
11.

Handbook of College Reading and Study Strategy Research (Chap. 14 "Reading Tests")
by David C. Caverly, Rona F. Flippo. 509 pgs.

Book

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Title Page

Contents

Foreword

Preface

Acknowledgments

1: A History of College Reading

2: Academic Literacy and the New College Learner

3: Vocabulary Development at the College Level

4: Comprehension Strategies at the College Level

5: Textbook Study Reading

6: Reading, Writing, and the College Developmental Student

7: Taking Notes from Lectures

8: Factors That Influence Study

9: Preparing for and Taking Tests

10: Teaching English as a Second Language (Esl) Students

11: Technology and College Reading

12: College Reading Programs

13: Evaluation of College Reading and Study Strategy Programs

14: Reading Tests

Author Index

Subject Index
12.

Adult Reading Assessment: Are We Doing the Best with What We Have?, in Applied Neuropsychology
by J. Randall Price, Kay B. Stevens. 11 pgs.

Journal Article
13.

Using Standardized Test Unconventionally: An Adapted Reading Assessment, in Reading Improvement
by Rafael Lara, Ping Liu, Richerd Parker. 11 pgs.

Journal Article
14.

Enhancing Self-Efficacy for High-Stakes Reading Tests: Here Are Suggestions and Guidance to Help Students Who Are Good Readers but Have Low Self-Efficacy for Taking Reading Tests, in The Reading Teacher
by Patrick P. McCabe. 9 pgs.

Journal Article

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