Reading diagnosis and improvement: assessment and instruction
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Boston ; Munich [u.a.]
Pearson
2011
|
| Edition: | 6. ed. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Includes bibliographical references and index |
| Physical Description: | XXIV, 455 S. Ill. 26 cm |
| ISBN: | 9780137056392 0137056397 |
Staff View
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| 100 | 1 | |a Opitz, Michael F. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Reading diagnosis and improvement |b assessment and instruction |c Michael F. Opitz, Dorothy Rubin, James A Erekson |
| 250 | |a 6. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2011 | |
| 300 | |a XXIV, 455 S. |b Ill. |c 26 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 505 | 8 | |a pt. 1. Setting the stage -- pt. 2. Assessing reading -- pt. 3. Reading content and instruction. | |
| 650 | 4 | |a Reading | |
| 650 | 4 | |a Reading |x Ability testing | |
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| 700 | 1 | |a Rubin, Dorothy |e Verfasser |4 aut | |
| 700 | 1 | |a Erekson, James A. |e Verfasser |4 aut | |
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Record in the Search Index
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| adam_text | IMAGE 1
PART 1 SETTING THE STAGE
1 WHAT IS READING DIAGNOSIS AND IMPROVEMENT? 1
2 TEACHING FOR READING DIAGNOSIS AND IMPROVEMENT 16
3 DEVELOPING A KNOWLEDGE BASE ABOUT ASSESSMENT,
MEASUREMENT, AND EVALUATION 33
4 FACTORS THAT AFFECT READING PERFORMANCE 43
PART 2 ASSESSING READING 61
5 USING INFORMAL ASSESSMENT TECHNIQUES ACROSS
THE GRADES 61
6 USING STANDARDIZED TESTS ACROSS THE GRADES 91
7 ASSESSING AND TEACHING EARLY LITERACY 103
8 LISTENING IN ON STUDENTS ORAL READING 147
VI
IMAGE 2
BRIEF CONTENTS VII
PART 3 READING CONTENT AND INSTRUCTION 182
9 USING TEXTS TO HELP CHILDREN ADVANCE AS READERS 182
10 HELPING CHILDREN COMPREHEND 208
11 HELPING CHILDREN ACQUIRE AND APPLY VOCABULARY 254
12 HELPING CHILDREN APPLY PHONICS 285
13 LEARNING STRATEGIES AND STUDY SKILLS 315
14 PARTNERING WITH PARENTS 337
15 PUTTING IT ALL TOGETHER 349
APPENDIX A CONSTRUCTING AN IRI 357
APPENDIX BINFORMAL READING INVENTORY 361
APPENDIX C TEACHER S RESOURCE GUIDE OF LANGUAGE TRANSFER ISSUES FOR
ENGLISH LANGUAGE LEARNERS 407
APPENDIX D RESPONSE TO INTERVENTION: GUIDING PRINCIPLES FOR EDUCATORS
FRAM THE INTERNATIONAL READING ASSOCIATION, 2010 421
GLOSSARY 427 NAME INDEX 433
SUBJECT INDEX 441
IMAGE 3
CONTENTS
PREFACE XIX
PART 1 SETTING THE STAGE
1 WHAT IS READING DIAGNOSIS AND IMPROVEMENT? SCENARIO: A READING
DIAGNOSIS AND IMPROVEMENT PROGRAM INACTION 2
CHAPTER OBJEETIVES 2
WHAT IS READING DIAGNOSIS AND IMPROVEMENT? 2
WHAT IS DIAGNOSIS? 3
TEN PRINEIPLES OF DIAGNOSIS 3
WHAT IS A DIAGNOSTIE PATTERN? 4
WHAT IS RESPONSE TO INTERVENTION (RTI)? 4
WHAT IS BALANEED READING? 5
SCENARIO: BALANCED READING 5
WHAT IS DEVELOPMENTAL READING? 5
WHAT IS REMEDIAL READING? 6
WHAT IS READING? 6
HOW IS READING A TOTAL IN TEGRA TIVE PROEESS? 7
WHAT ARE CHARACTERISTICS OF GOOD READERS? 8
WHAT ARE MODELS OF THE READING PROEESS? 10
WHO ARE ENGLISH LANGUAGE LEARNERS? 11
WHAT ARE AGES AND STAGES OF LITERAEY DEVELOPMENT? 12
REVISITING THE OPENING SCENARIO 14
AUTHORS SUMMARY 14
SUGGESTIONS FOR THOUGHT QUESTIONS AND AETIVITIES 14
WEB SITES 14
SELEETED BIBLIOGRAPHY 15
2 TEACHING FOR READING DIAGNOSIS
AND IMPROVEMENT 16
SCENARIOS: EXTREMES DON T WORK! 17 CHAPTER OBJEETIVES 18
THE ROLE OF THE TEAEHER IN READING DIAGNOSIS AND IMPROVEMENT 18
THE TEAEHER AS THE KEY TO A GOOD READING PROGRAM 18 IX
IMAGE 4
X CONTENTS
CHARACTERISTICS AND PRACTICES OF GOOD READING TEACHERS 20
ONGOING TEACHER IMPROVEMENT IN READING 20
TEACHER EXPECTATIONS 21
FOUR TEACHER ROLES 22
ROLE 1: PLANNER 22
ROLE 2: EXPLICIT READING TEACHER 24
ROLE 3: ORGANIZER AND MANAGER 25
ROLE 4: SELF-EVALUATOR 26
REVISITING THE OPENING SCENARIOS 30
AUTHORS SUMMARY 31
SUGGESTIONS FOR THOUGHT QUESTIONS AND AETIVITIES 31
WEB SITES 31
SELEETED BIBLIOGRAPHY 32
3 DEVELOPING A KNOWLEDGE BASE ABOUT
ASSESSMENT, MEASUREMENT, AND EVALUATION 33
SCENARIO: MS. SMITH LEARNS ABOUT ASSESSMENT 34 CHAPTER OBJECTIVES 34
TESTING IN READING DIAGNOSIS 34
ASSESSMENT, MEASUREMENT, AND EVALUATION 35
CRITERIA FOR GOOD TESTS 37
REVISITING THE OPENING SCENARIO 40
AUTHORS SUMMARY 41
SUGGESTIONS FOR THOUGHT QUESTIONS AND ACTIVITIES 41
WEB SITES 41
SELEETED BIBLIOGRAPHY 41
4 FACTORS THAT AFFECT READING PERFORMANCE 43
SCENARIO: ANGELIQUE AND SARA-A STUDY IN CONTRAST 44
CHAPTER OBJECTIVES 45
DIFFERENTIATING BETWEEN EDUCATIONAL AND NONEDUCATIONAL FACTORS 45
EDUCATIONAL FACTORS 47
READING MODELS 47
INSTRUCTIONAL MATERIALS 47 THE TEACHER 48
INSTRUCTIONAL TIME 48
SCHOOL ENVIRONMENT 49
NONEDUCATIONAL FACTORS 49
HOME ENVIRONMENT 49
IMAGE 5
LANGUAGE DIFFERENCES 50
INTELLIGENCE 51
GENDER 51
PHYSICAL HEALTH 52
PERCEPTUAL FACTORS 53
EMOTIONAL WELL-BEING 57
REVISITING THE OPENING SCENARIO 58
AUTHORS SUMMARY 58
SUGGESTIONS FOR THOUGHT QUESTIONS AND AETIVITIES 59
WEB SITES 59
SELEETED BIBLIOGRAPHY 59
PART 2 ASSESSING READING 61
5 USING INFORMAL ASSESSMENT TECHNIQUES
ACROSS THE GRADES 61
SCENARIO: TEACHERS TALKING 62
CHAPTER OBJECTIVES 62
AUTHENTIE, PERFORMANCE-BASED ASSESSMENT 64
RECORD KEEPING 66
PORTFOLIO ASSESSMENT 66
THE USES OF OBSERVATION 67
MAKING OBSERVATIONS OBJECTIVE 67
ANECDOTAL RECORDS 69
SCENARIO: MR. JACKSON CHECKS AND WRITES 70
CHECKLISTS 72
GROUP AND INDIVIDUAL CHECKLISTS 72
CHECKLISTS AND RATING SCALES 76
OTHER HELPFUL INFORMAL ASSESSMENT TECHNIQUES 79
INFORMAL STUDENT INTERVIEWS 79
INTEREST INVENTORIES 82
READING ATTITUDE SURVEYS 82
PROJECTIVE TECHNIQUES 84
READING AUTOBIOGRAPHY 87
REVISITING THE OPENING SCENARIO 88
AUTHORS SUMMARY 89
SUGGESTIONS FOR THOUGHT QUESTIONS AND ACTIVITIES 89
WEB SITES 89
SELECTED BIBLIOGRAPHY 90
CONTENTS XI
IMAGE 6
XII CONTENTS
6 USING 8TANDARDIZED TESTS ACROSS THE GRADES 91
SCENARIO: MR. JAMES-A TEACHER WHO KNOWS THE PURPOSE OFTESTS 92
CHAPTER OBJECTIVES 92
STANDARDIZED TESTS 92
NORM-REFERENCED TESTS 92
LIMITATIONS OF NORM-REFERENCED MEASURES 93
READING SURVEY TESTS AND GENERAL ACHIEVEMENT SURVEY TESTS 93
SELECTING A STANDARDIZED TEST 95
TEST SCORE TERMINOLOGY 95
CRITERION-REFERENCED TESTS 97
LIMITATIONS OF CRITERION-REFERENCED TESTS 98
TEACHER-MADE TESTS 99
ADMINISTERING INDIVIDUAL TESTS 99
ADMINISTERING GROUP TESTS 99
DIAGNOSTIC READING TESTS 100
REVISITING THE OPENING SCENARIO 100
AUTHORS SUMMARY 100
SUGGESTIONS FOR THOUGHT QUESTIONS AND ACTIVITIES 101
WEB SITES 101
SELECTED BIBLIOGRAPHY 101
7 ASSESSING AND TEACHING EARLY LITERACY 103
SCENARIO: HELPING CHILDREN ADVANCE AS LANGUAGE LEARNERS 104
CHAPTER OBJECTIVES 104
BUILDING AN UNDERSTANDING OF EARLY LITERACY 105
AREAS OF EARLY LITERACY 106
ASSESSING EARLY LITERACY 106 PRE-READING ASSESSMENT 106
USES OF GROUP-ADMINISTERED STANDARDIZED PRE-READING ASSESSMENTS 106
SUGGESTIONS FOR CHOOSING AND USING REQUIRED PRE-READING TESTS 109
CURRENT WAYS TO ASSESS EARLY LITERACY 109 UNDERSTANDING, ASSESSING, AND
TEACHING CONCEPTS 111
WHAT IS A CONCEPT? 111
HOW 00 CONCEPTS DEVELOP? 112
HOW DOES CONCEPT DEVELOPMENT RELATE TO LANGUAGE AND READING? 113
HOW CAN ORAL LANGUAGE CONCEPTS BE ASSESSED? 113
IMAGE 7
CONTENTS XIII
HOW CAN PRINT CONCEPTS BE ASSESSED? 116
TEACHING ORAL LANGUAGE AND PRINT CONCEPTS 118
UNDERSTANDING, ASSESSING, AND TEACHING PHONOLOGICAL AWARENESS 123
WHAT IS PHONOLOGICAL AWARENESS? 123
HOW CAN PHONOLOGICAL AWARENESS BE ASSESSED? 124
TEACHING PHONOLOGICAL AWARENESS 124
UNDERSTANDING, ASSESSING, AND TEACHING LETTER IDENTIFICATION 128
WHAT IS LETTER IDEN TIFICA TION ? 128
HOW CAN LETTER IDENTIFICATION BE ASSESSED? 130
TEACHING LETTER IDENTIFICATION 130
UNDERSTANDING, ASSESSING, AND TEACHING WRITING 133
WHAT IS WRITING? 133
WHAT IS DEVELOPMENTAL SPELLING? 135
HOW CAN WRITING BE ASSESSED? 136
TEACHING WRITING 138
UNDERSTANDING, ASSESSING, AND TEACHING STORY SENSE 138
WHAT IS STORY SENSE? 138
HOW CAN STORY SENSE BE ASSESSED? 138
TEACHING STORY SENSE AND STORY COMPREHENSION 141
PUTTING IT ALL TOGETHER: WHO IS IN MOST NEED OF EARLY INTERVENTION? 141
WHAT IS EARLY INTERVENTION? 141
WHO IS IN MOST NEED OF EARLY INTERVENTION? 142
REVISITING THE OPENING SCENARIO 144
AUTHORS SUMMARY 144
SUGGESTIONS FOR THOUGHT QUESTIONS AND ACTIVITIES 144
WEB SITES 144
SELECTED BIBLIOGRAPHY 145
CHILDREN S LITERATURE CITED 145
8 LISTENING IN ON STUDENTS ORAL READING 147
SCENARIO: USING ORAL READING TO LEARN MORE ABOUT VICKI 148
CHAPTER OBJECTIVES 148
AN OVERVIEW OF THE INFORMAL READING INVENTORY 149
WHAT IS AN INFORMAL READING INVENTORY? 149
WHAT ARE THE PURPOSES OF AN INFORMAL READING INVENTORY? 151
DETERMINING READING AND LISTENING CAPA CITY LEVELS 151
REPORTING STUDENTS READING LEVELS 153
CODE FOR MARKING ORAL READING ERRORS 154
SCORING ORAL READING ERRORS 154
USING A DIAGNOSTIC CHECKLIST FOR ORAL AND SILENT READING 156
IMAGE 8
XIV CONTENTS
ADMINISTERING AND SEORING THE IRI 156
STEP 1: ESTABLISHING RAPPORT 156
STEP 2: THE WORD RECOGNITION INVENTORY 156
STEP 3: ORAL AND SILENT READING PASSAGES 158
STEP 4: THE LISTENING CAPACITY TEST 159
WHEN IS A LISTENING CAPA CITY TEST GIVEN? 159
IRI SELEETION CRITERIA 164
AN OVERVIEW OF MISEUE ANALYSIS 167
WHAT IS MISCUE ANALYSIS AND WHAT IS ITS PURPOSE? 167
HOW CAN MISCUE ANALYSIS BE USED? 168
MODIFIED MISCUE ANALYSIS 168
AN OVERVIEW OF THE RUNNING REEORD 170
WHAT IS A RUNNING RECORD? 170
WHAT ARE THE PURPOSES OF A RUNNING RECORD? 170
HOW ARE RUNNING RECORDS AND IRIS SIMILAR? 170
HOW ARE RUNNING RECORDS AND IRIS DIFFERENT? 172
ADMINISTERING A RUNNING REEORD 172
SEORING A RUNNING REEORD 176
INTERPRETING A RUNNING REEORD 178
REVISITING THE OPENING SCENARIO 178
AUTHORS SUMMARY 180
SUGGESTIONS FOR THOUGHT QUESTIONS AND AETIVITIES 180
WEB SITES 180
SELEETED BIBLIOGRAPHY 180
PART 3 READING CONTENT AND INSTRUCTION 182
9 USING TEXTS TO HELP CHILDREN ADVANCE
AS READERS 182
SCENARIO: MR. HALL S TEXT-PACKED CLASSROOM 183
CHAPTER OBJEETIVES 183
REASONS FOR USING A VARIETY OF TEXTS 184
TEXT TYPES 185
COMMERCIAL BOOKS 187
CHILDREN S LITERATURE 189
OTHER TEXTS 197
REVISITING THE OPENING SCENARIO 203
AUTHORS SUMMARY 203
IMAGE 9
CONTENTS XV
SUGGESTIONS FOR THOUGHT QUESTIONS AND ACTIVITIES 203
WEB SITES 204
SELECTED BIBLIOGRAPHY 204
CHILDREN S LITERATURE CITED 205
10 HELPING CHILDREN COMPREHEND 208
SCENARIO: ALAN S COMPREHENSION 209
CHAPTER OBJECTIVES 209
BUILDING BACKGROUND ABOUT COMPREHENSION 209
COMPREHENSION 209
LISTENING COMPREHENSION 209
READING COMPREHENSION 211
READING COMPREHENSION TAXONOMIES 213
ORAL READING, FLUENCY, AND READING COMPREHENSION 214
GUIDING PRINCIPLES 215
COMPREHENSION SKILLS 215
MAIN IDEA OF A PARAGRAPH 216
FINDING THE CENTRALLDEA OF A GROUP OF PARAGRAPHS 222
DRAWING INFERENCES 225
COMPREHENSION STRATEGIES 229
ASSESSING COMPREHENSION 229
QUESTIONING AS A DIAGNOSTIC TECHNIQUE 230
CLOZE PROCEDURE 231
MAZE PROCEDURE 234
META-COMPREHENSION STRATEGY INDEX 234
TEACHING COMPREHENSION 235
THE DIRECTED READING- THINKING ACTIVITY 238
THINK ALOUD 238
REPEATED READING 239
RECIPROCAL READING INSTRUCTION 239
LITERATURE WEBBING 240
QUESTIONING STRATEGIES 240
QUESTION-ANSWER RELATIONSHIPS (QARS) 242
RE-QUEST 243
REVISITING THE OPENING SCENARIO 250
AUTHORS SUMMARY 250
SUGGESTIONS FOR THOUGHT QUESTIONS AND ACTIVITIES 251
WEB SITES 251
SELECTED BIBLIOGRAPHY 251
CHILDREN S LITERATURE CITED 252
IMAGE 10
XVI CONTENTS
11 HELPING CHILDREN ACQUIRE AND APPLY VOCABULARY 254
SCENARIO: MR. JACKSON AND VOCABULARY EXPANSION 255
CHAPTER OBJEETIVES 255
VOEABULARY DEVELOPMENT 256
AEQUIRING VOCABULARY 256
VOCABULARY CONSCIOUSNESS 257
LEVELS OF KNOWING A WORD 257
TYPES OF WORDS 258
SIGHT VOEABULARY 258
DEFINING WORD PART TERMS 258
CONTEXT CLUES 260
CATEGORIZATION 262
ANALOGIES 263
ASSESSING VOEABULARY 264
TEAEHING VOEABULARY 264
GUIDELINES FOR EFFECTIVE VOCABULARY INSTRUCTION 264
TEACHING STRATEGIES 265
REVISITING THE OPENING SCENARIO 282
AUTHORS SUMMARY 282
SUGGESTIONS FOR THOUGHT QUESTIONS AND AETIVITIES 282
WEB SITES 282
SELEETED BIBLIOGRAPHY 283
CHILDREN S LITERATURE CITED 283
12 HELPING CHILDREN APPLY PHONICS 285
SCENARIO: UNDERSTANDING JORGE 286
CHAPTER OBJEETIVES 286
PHONIES CONTENT KNOWLEDGE 287
A DEVELOPMENTAL SEQUENEE OF PHONIES 287
AUDITORY AND VISUAL DISCRIMINATION 288
CONSONANTS 289
CONSONANT BLENDS 290
VOWEL SOUNDS 291
PHONOGRAMS 295
SYLLABLES 295
ASSESSING PHONIES 295
FIVE MEANINGFUL WAYS TO ASSESS PHONICS 295
TEAEHING PHONIES 303
GUIDELINES FOR EXEMPLARY PHONICS INSTRUCTION 303
IMAGE 11
CONTENTS XVII
SYNTHETIC AND ANALYTIC PHONICS INSTRUCTION 304
SEVEN WAYS TO TEACH PHONICS 306
REVISITING THE OPENING SCENARIO 312
AUTHORS SUMMARY 312
SUGGESTIONS FOR THOUGHT QUESTIONS AND AETIVITIES 312
WEB SITES 313
SELEETED BIBLIOGRAPHY 313
CHILDREN S LITERATURE CITED 314
13 LEARNING STRATEGIES AND STUDY SKILLS 315
CHAPTER OBJECTIVES 316
WHAT ARE SOME GOOD STUDY PROCEDURES? 316
BUILDING GOOD STUDY HABITS 317
HOW TO STUDY 318
SCENARIO: MODELING THE SQ3R APPROACH FOR FOURTH-GRADE STUDENTS 323
TEACHING SQ3R 324
KNOWING THE TEXTBOOK 324
CONCENTRATION 325
FOLLOWING DIRECTIONS 326
SKIMMING 327
ASKING QUESTIONS 328
READING AND WRITING AS MODES OF LEARNING 329
NOTE TAKING FOR STUDYING 329
SCENARIO: NOTE TAKING, STUDYING, AND SQ3R 329
SCENARIO: SEMANTIC MAPPING AND STUDYING 330
SUMMA RIES AS A MODE OF LEARNING 331
TEST TAKING 331
TEST- TAKING PRINCIPLES 333
THE SCHOOL MEDIA CENTER AND MEDIA LITERACY SKILLS 333
PRIMARY GRADES 334
INTERMEDIATE AND UPPER-ELEMENTARY GRADES 334
AUTHORS SUMMARY 335
SUGGESTIONS FOR THOUGHT QUESTIONS AND AETIVITIES 335
WEB SITES 335
SELEETED BIBLIOGRAPHY 336
14 PARTNERING WITH PARENTS 337
SCENARIO: DAVID S FATHER TALKS WITH MR. GONZALEZ 338
CHAPTER OBJECTIVES 338
IMAGE 12
XVIII CONTENTS
PARENTALLNVOLVEMENT IN THE SCHOOLS 338
RESEARCH ON PARENTAL INVOLVEMENT IN THEIR CHILDREN S EDUCATION 339
PARENTAL INVOLVEMENT IN REGULAR SCHOOL READING PROGRAMS 341
TELEVISION, COMPUTERS, PARENTS, CHILDREN, AND READING 344
TELEVISION 344
COMPUTERS 345
REVISITING THE OPENING SCENARIO 346
AUTHORS SUMMARY 346
SUGGESTIONS FOR THOUGHT QUESTIONS AND ACTIVITIES 347
WEB SITES 347
SELECTED BIBLIOGRAPHY 347
15 PUTTING IT ALL TOGETHER 349
CHAPTER OBJECTIVES 350
SCENARIO: CASE REPORT OF CHILD 350
SCENARIO EXPLANATION 351
FIVE SCENARIOS 352
APPENDIX A CONSTRUCTING AN IRI 357
CONSTRUCTING YOUR OWN INFORMAL READING INVENTORY 357 GRADED WORD LISTS
357
GRADED ORAL AND SILENT READING PASSAGES 358
THE COMPREHENSION QUESTIONS 359
APPENDIX BINFORMAL READING INVENTORY 361
SPECIAL NOTES 363
APPENDIX C TEACHER S RESOURCE GUIDE OF LANGUAGE TRANSFER
ISSUES FOR ENGLISH LANGUAGE LEARNERS 407 GRAMMAR TRANSFER ISSUES FOR TEN
LANGUAGES 407 PHONICS TRANSFER ISSUES FOR SEVEN LANGUAGES 416
SOUND SYMBOL TRANSFER (PHONICS) 418
APPENDIX D RESPONSE TO INTERVENTION: GUIDING PRINCIPLES FOR
EDUCATORS FROM THE INTERNATIONAL READING ASSOCIATION, 2010 421
BACKGROUND 421 GUIDING PRINCIPLES 423
GLOSSARY 427
NAME INDEX 433
SUBJECT INDEX 441
|
| any_adam_object | 1 |
| author | Opitz, Michael F. Rubin, Dorothy Erekson, James A. |
| author_facet | Opitz, Michael F. Rubin, Dorothy Erekson, James A. |
| author_role | aut aut aut |
| author_sort | Opitz, Michael F. |
| author_variant | m f o mf mfo d r dr j a e ja jae |
| building | Verbundindex |
| bvnumber | BV039625712 |
| callnumber-first | L - Education |
| callnumber-label | LB1050 |
| callnumber-raw | LB1050.42 |
| callnumber-search | LB1050.42 |
| callnumber-sort | LB 41050.42 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DP 4000 |
| contents | pt. 1. Setting the stage -- pt. 2. Assessing reading -- pt. 3. Reading content and instruction. |
| ctrlnum | (OCoLC)760124435 (DE-599)BVBBV039625712 |
| discipline | Pädagogik |
| edition | 6. ed. |
| format | Book |
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| id | DE-604.BV039625712 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:07:42Z |
| institution | BVB |
| isbn | 9780137056392 0137056397 |
| language | English |
| lccn | 2010481146 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-024475997 |
| oclc_num | 760124435 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XXIV, 455 S. Ill. 26 cm |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | Pearson |
| record_format | marc |
| spelling | Opitz, Michael F. Verfasser aut Reading diagnosis and improvement assessment and instruction Michael F. Opitz, Dorothy Rubin, James A Erekson 6. ed. Boston ; Munich [u.a.] Pearson 2011 XXIV, 455 S. Ill. 26 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index pt. 1. Setting the stage -- pt. 2. Assessing reading -- pt. 3. Reading content and instruction. Reading Reading Ability testing Reading Remedial teaching Förderunterricht (DE-588)4017776-2 gnd rswk-swf Lesenlernen (DE-588)4123640-3 gnd rswk-swf Lesenlernen (DE-588)4123640-3 s Förderunterricht (DE-588)4017776-2 s DE-604 Rubin, Dorothy Verfasser aut Erekson, James A. Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024475997&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Opitz, Michael F. Rubin, Dorothy Erekson, James A. Reading diagnosis and improvement assessment and instruction pt. 1. Setting the stage -- pt. 2. Assessing reading -- pt. 3. Reading content and instruction. Reading Reading Ability testing Reading Remedial teaching Förderunterricht (DE-588)4017776-2 gnd Lesenlernen (DE-588)4123640-3 gnd |
| subject_GND | (DE-588)4017776-2 (DE-588)4123640-3 |
| title | Reading diagnosis and improvement assessment and instruction |
| title_auth | Reading diagnosis and improvement assessment and instruction |
| title_exact_search | Reading diagnosis and improvement assessment and instruction |
| title_full | Reading diagnosis and improvement assessment and instruction Michael F. Opitz, Dorothy Rubin, James A Erekson |
| title_fullStr | Reading diagnosis and improvement assessment and instruction Michael F. Opitz, Dorothy Rubin, James A Erekson |
| title_full_unstemmed | Reading diagnosis and improvement assessment and instruction Michael F. Opitz, Dorothy Rubin, James A Erekson |
| title_short | Reading diagnosis and improvement |
| title_sort | reading diagnosis and improvement assessment and instruction |
| title_sub | assessment and instruction |
| topic | Reading Reading Ability testing Reading Remedial teaching Förderunterricht (DE-588)4017776-2 gnd Lesenlernen (DE-588)4123640-3 gnd |
| topic_facet | Reading Reading Ability testing Reading Remedial teaching Förderunterricht Lesenlernen |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024475997&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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