Academic journal article New England Reading Association Journal

Reading Diagnosis for Teachers: An Instructional Approach 4^sup Th^ Edition

Academic journal article New England Reading Association Journal

Reading Diagnosis for Teachers: An Instructional Approach 4^sup Th^ Edition

Article excerpt

Barr, Rebecca, Camille L. Z. Blachowicz, Claudia Katz, and Barbara Kaufman. (2002). Reading Diagnosis for Teachers: An Instructional Approach 4^sup th^ edition. Boston: Allyn & Bacon. 0-8013-3O57-2

In contrast to the Gunning text this 406-page paperback has 9 chapters, appendices, references, and name and subject indices. Assessment is woven into each chapter, and collaboration is key to successful inclusion of struggling readers. In order to compare these texts (see Gunning, above) of similar content and written for a similar audience, here are the titles of chapters (note the emphasis on assessment in chapters 2, 4, 6, and 9):

1. Model for Reading Diagnosis and Instructional Planning

2. Knowledge of Print: Its Development, Assessment, and Instructional Support

3. Knowledge of Print: Oral Reading Analysis and Instructional Support

4. Prior Knowledge and Vocabulary: Development, Assessment, and Instructional Support

5. Reading Comprehension: Its Nature and Development

6. Reading Comprehension: Assessment and Instructional Support

7. Writing: A Window on Reading

8. Using Informal Reading Inventories and Extended Passages

9. Decision-Making: Organizing, Using, and Communicating Assessment Information

Each chapter begins with chapter goals, a classroom vignette, overview, and outline; each chapter closes with a summary, "Try it out," and references "For further reading. …

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