Handbook of reading assessment: a one-stop resource for prospective and practicing educators
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
New York
Routledge
2016
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| Ausgabe: | Second edition |
| Schlagworte: | |
| Beschreibung: | Description based on online resource; title from PDF title page (EBSCO, viewed August 4, 2015) |
| Beschreibung: | 1 online resource illustrations |
| ISBN: | 9781317619260 1317619269 1138804657 9781138804654 9781315752815 1315752816 |
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| 245 | 1 | 0 | |a Handbook of reading assessment |b a one-stop resource for prospective and practicing educators |c Sherry Mee Bell and R. Steve McCallum |
| 250 | |a Second edition | ||
| 264 | 1 | |a New York |b Routledge |c 2016 | |
| 300 | |a 1 online resource |b illustrations | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b c |2 rdamedia | ||
| 338 | |b cr |2 rdacarrier | ||
| 500 | |a Description based on online resource; title from PDF title page (EBSCO, viewed August 4, 2015) | ||
| 505 | 8 | |a Cover; Title; Copyright; Dedication; Brief Contents; Contents; Preface; Acknowledgments; Chapter 1: Assessment of Reading: The Context; Educators in Action; Meet Lesa Crockett; Meet Greg Haywood; Meet Harley Charles; Meet Maria Sanchez; Meet Ms. Swafford; Meet Mr. Oakley; Meet Ms. McCall; What Is the Role of Assessment in Instruction?; What Do Teachers Need to Know About Reading Assessment?; How Are Teaching of Reading Standards Related to Assessment?; Common Core State Standards; IDA's Knowledge and Practice Standards for Teachers of Reading; Purposes of Assessment; Instructional Planning | |
| 505 | 8 | |a Progress MonitoringAccountability; Eligibility for Special Education Services; What Is Reading?; What Are the Critical Areas of Reading?; What is phonemic awareness?; What are the recommended strategies to teach phonemic awareness?; How is phonemic awareness different from phonological awareness?; What is phonics?; What are recommended types of phonics instruction?; How important are phonemic awareness and phonics?; What is orthography?; What strategies are recommended to build automatic word recognition and orthography?; What is fluency?; What strategies are recommended to increase fluency? | |
| 505 | 8 | |a What is vocabulary?What strategies are recommended to enhance vocabulary?; What is the relation between vocabulary and comprehension?; What is comprehension?; What strategies are recommended for comprehension instruction?; Comprehension monitoring; Application of graphic and semantic organizers; Question answering; Question generation; Building story structure; Summarization; Ensure cooperative learning; Apply multiple strategies; Implement explicit instruction; What Is the Multitiered Model of Instruction?; How is progress monitoring related to the multitiered model? | |
| 505 | 8 | |a What Is Scientifically Based Practice in Reading?Appreciating Effective Research; Peer-Reviewed Journals; Reviewing and Using Evidence-Based Research Findings; How Does Scientifically Based Research Help Teachers in the Classroom?; What Are the Reading Wars and How Are They Related to Assessment?; What Are the Major Types of Assessment?; Summary; Points to Ponder; References; Chapter 2: Nature of Reading; Historical Context for Models of Reading; Simple View of Reading; Developmental Models of Reading; Chall's Stage Model of Reading; Spear-Swerling and Sternberg Model of Reading | |
| 505 | 8 | |a Frith's Developmental Phase ModelAdams' Cognitive Model of Reading; Reciprocal Nature of the Processors; Information Processing Model of Reading; Information Models Supported by Brain Research; Cognitive Correlates of Reading; What Is the Relation between Reading and IQ?; Is It Helpful to Administer IQ Tests to Struggling Readers?; Transactional View of Reading; Speaking, Reading, and Writing; An Inclusive View of Reading; How Do We Know If a Student Has a Reading Disability?; What Are the Areas of Learning Disability?; Learning Disabilities Is a Valid Construct; Dyslexia Defined | |
| 505 | 8 | |a The Handbook of Reading Assessment, Second Edition, covers the wide range of reading assessments educators must be able to use and understand to effectively assess and instruct their students. Comprehensive and filled with numerous authentic examples, the text addresses informal classroom based assessment, progress monitoring, individual norm-referenced assessment, and group norm-referenced or 'high-stakes' testing. Coverage includes assessment content relevant for English language learners and adults. A set of test guidelines to use when selecting or evaluating an assessment tool is provided | |
| 650 | 7 | |a EDUCATION / Elementary |2 bisacsh | |
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| 650 | 4 | |a Reading |x Ability testing |a Reading | |
| 700 | 1 | |a McCallum, R. Steve |e Sonstige |4 oth | |
| 776 | 0 | 8 | |i Erscheint auch als |n Druck-Ausgabe |a Bell, Sherry Mee |t Handbook of Reading Assessment : A One-Stop Resource for Prospective and Practicing Educators |d Hoboken : Taylor and Francis,c2015 |z 9781138804654 |
| 912 | |a ZDB-4-NLEBK | ||
| 999 | |a oai:aleph.bib-bvb.de:BVB01-029762260 | ||
Datensatz im Suchindex
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| collection | ZDB-4-NLEBK |
| contents | Cover; Title; Copyright; Dedication; Brief Contents; Contents; Preface; Acknowledgments; Chapter 1: Assessment of Reading: The Context; Educators in Action; Meet Lesa Crockett; Meet Greg Haywood; Meet Harley Charles; Meet Maria Sanchez; Meet Ms. Swafford; Meet Mr. Oakley; Meet Ms. McCall; What Is the Role of Assessment in Instruction?; What Do Teachers Need to Know About Reading Assessment?; How Are Teaching of Reading Standards Related to Assessment?; Common Core State Standards; IDA's Knowledge and Practice Standards for Teachers of Reading; Purposes of Assessment; Instructional Planning Progress MonitoringAccountability; Eligibility for Special Education Services; What Is Reading?; What Are the Critical Areas of Reading?; What is phonemic awareness?; What are the recommended strategies to teach phonemic awareness?; How is phonemic awareness different from phonological awareness?; What is phonics?; What are recommended types of phonics instruction?; How important are phonemic awareness and phonics?; What is orthography?; What strategies are recommended to build automatic word recognition and orthography?; What is fluency?; What strategies are recommended to increase fluency? What is vocabulary?What strategies are recommended to enhance vocabulary?; What is the relation between vocabulary and comprehension?; What is comprehension?; What strategies are recommended for comprehension instruction?; Comprehension monitoring; Application of graphic and semantic organizers; Question answering; Question generation; Building story structure; Summarization; Ensure cooperative learning; Apply multiple strategies; Implement explicit instruction; What Is the Multitiered Model of Instruction?; How is progress monitoring related to the multitiered model? What Is Scientifically Based Practice in Reading?Appreciating Effective Research; Peer-Reviewed Journals; Reviewing and Using Evidence-Based Research Findings; How Does Scientifically Based Research Help Teachers in the Classroom?; What Are the Reading Wars and How Are They Related to Assessment?; What Are the Major Types of Assessment?; Summary; Points to Ponder; References; Chapter 2: Nature of Reading; Historical Context for Models of Reading; Simple View of Reading; Developmental Models of Reading; Chall's Stage Model of Reading; Spear-Swerling and Sternberg Model of Reading Frith's Developmental Phase ModelAdams' Cognitive Model of Reading; Reciprocal Nature of the Processors; Information Processing Model of Reading; Information Models Supported by Brain Research; Cognitive Correlates of Reading; What Is the Relation between Reading and IQ?; Is It Helpful to Administer IQ Tests to Struggling Readers?; Transactional View of Reading; Speaking, Reading, and Writing; An Inclusive View of Reading; How Do We Know If a Student Has a Reading Disability?; What Are the Areas of Learning Disability?; Learning Disabilities Is a Valid Construct; Dyslexia Defined The Handbook of Reading Assessment, Second Edition, covers the wide range of reading assessments educators must be able to use and understand to effectively assess and instruct their students. Comprehensive and filled with numerous authentic examples, the text addresses informal classroom based assessment, progress monitoring, individual norm-referenced assessment, and group norm-referenced or 'high-stakes' testing. Coverage includes assessment content relevant for English language learners and adults. A set of test guidelines to use when selecting or evaluating an assessment tool is provided |
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| dewey-ones | 372 - Primary education (Elementary education) |
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| dewey-search | 372.48 |
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| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | Second edition |
| format | Electronic eBook |
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| spelling | Bell, Sherry Mee Verfasser aut Handbook of reading assessment a one-stop resource for prospective and practicing educators Sherry Mee Bell and R. Steve McCallum Second edition New York Routledge 2016 1 online resource illustrations txt rdacontent c rdamedia cr rdacarrier Description based on online resource; title from PDF title page (EBSCO, viewed August 4, 2015) Cover; Title; Copyright; Dedication; Brief Contents; Contents; Preface; Acknowledgments; Chapter 1: Assessment of Reading: The Context; Educators in Action; Meet Lesa Crockett; Meet Greg Haywood; Meet Harley Charles; Meet Maria Sanchez; Meet Ms. Swafford; Meet Mr. Oakley; Meet Ms. McCall; What Is the Role of Assessment in Instruction?; What Do Teachers Need to Know About Reading Assessment?; How Are Teaching of Reading Standards Related to Assessment?; Common Core State Standards; IDA's Knowledge and Practice Standards for Teachers of Reading; Purposes of Assessment; Instructional Planning Progress MonitoringAccountability; Eligibility for Special Education Services; What Is Reading?; What Are the Critical Areas of Reading?; What is phonemic awareness?; What are the recommended strategies to teach phonemic awareness?; How is phonemic awareness different from phonological awareness?; What is phonics?; What are recommended types of phonics instruction?; How important are phonemic awareness and phonics?; What is orthography?; What strategies are recommended to build automatic word recognition and orthography?; What is fluency?; What strategies are recommended to increase fluency? What is vocabulary?What strategies are recommended to enhance vocabulary?; What is the relation between vocabulary and comprehension?; What is comprehension?; What strategies are recommended for comprehension instruction?; Comprehension monitoring; Application of graphic and semantic organizers; Question answering; Question generation; Building story structure; Summarization; Ensure cooperative learning; Apply multiple strategies; Implement explicit instruction; What Is the Multitiered Model of Instruction?; How is progress monitoring related to the multitiered model? What Is Scientifically Based Practice in Reading?Appreciating Effective Research; Peer-Reviewed Journals; Reviewing and Using Evidence-Based Research Findings; How Does Scientifically Based Research Help Teachers in the Classroom?; What Are the Reading Wars and How Are They Related to Assessment?; What Are the Major Types of Assessment?; Summary; Points to Ponder; References; Chapter 2: Nature of Reading; Historical Context for Models of Reading; Simple View of Reading; Developmental Models of Reading; Chall's Stage Model of Reading; Spear-Swerling and Sternberg Model of Reading Frith's Developmental Phase ModelAdams' Cognitive Model of Reading; Reciprocal Nature of the Processors; Information Processing Model of Reading; Information Models Supported by Brain Research; Cognitive Correlates of Reading; What Is the Relation between Reading and IQ?; Is It Helpful to Administer IQ Tests to Struggling Readers?; Transactional View of Reading; Speaking, Reading, and Writing; An Inclusive View of Reading; How Do We Know If a Student Has a Reading Disability?; What Are the Areas of Learning Disability?; Learning Disabilities Is a Valid Construct; Dyslexia Defined The Handbook of Reading Assessment, Second Edition, covers the wide range of reading assessments educators must be able to use and understand to effectively assess and instruct their students. Comprehensive and filled with numerous authentic examples, the text addresses informal classroom based assessment, progress monitoring, individual norm-referenced assessment, and group norm-referenced or 'high-stakes' testing. Coverage includes assessment content relevant for English language learners and adults. A set of test guidelines to use when selecting or evaluating an assessment tool is provided EDUCATION / Elementary bisacsh Reading fast Reading / Ability testing fast Reading / Ability testing Reading Reading Ability testing Reading McCallum, R. Steve Sonstige oth Erscheint auch als Druck-Ausgabe Bell, Sherry Mee Handbook of Reading Assessment : A One-Stop Resource for Prospective and Practicing Educators Hoboken : Taylor and Francis,c2015 9781138804654 |
| spellingShingle | Bell, Sherry Mee Handbook of reading assessment a one-stop resource for prospective and practicing educators Cover; Title; Copyright; Dedication; Brief Contents; Contents; Preface; Acknowledgments; Chapter 1: Assessment of Reading: The Context; Educators in Action; Meet Lesa Crockett; Meet Greg Haywood; Meet Harley Charles; Meet Maria Sanchez; Meet Ms. Swafford; Meet Mr. Oakley; Meet Ms. McCall; What Is the Role of Assessment in Instruction?; What Do Teachers Need to Know About Reading Assessment?; How Are Teaching of Reading Standards Related to Assessment?; Common Core State Standards; IDA's Knowledge and Practice Standards for Teachers of Reading; Purposes of Assessment; Instructional Planning Progress MonitoringAccountability; Eligibility for Special Education Services; What Is Reading?; What Are the Critical Areas of Reading?; What is phonemic awareness?; What are the recommended strategies to teach phonemic awareness?; How is phonemic awareness different from phonological awareness?; What is phonics?; What are recommended types of phonics instruction?; How important are phonemic awareness and phonics?; What is orthography?; What strategies are recommended to build automatic word recognition and orthography?; What is fluency?; What strategies are recommended to increase fluency? What is vocabulary?What strategies are recommended to enhance vocabulary?; What is the relation between vocabulary and comprehension?; What is comprehension?; What strategies are recommended for comprehension instruction?; Comprehension monitoring; Application of graphic and semantic organizers; Question answering; Question generation; Building story structure; Summarization; Ensure cooperative learning; Apply multiple strategies; Implement explicit instruction; What Is the Multitiered Model of Instruction?; How is progress monitoring related to the multitiered model? What Is Scientifically Based Practice in Reading?Appreciating Effective Research; Peer-Reviewed Journals; Reviewing and Using Evidence-Based Research Findings; How Does Scientifically Based Research Help Teachers in the Classroom?; What Are the Reading Wars and How Are They Related to Assessment?; What Are the Major Types of Assessment?; Summary; Points to Ponder; References; Chapter 2: Nature of Reading; Historical Context for Models of Reading; Simple View of Reading; Developmental Models of Reading; Chall's Stage Model of Reading; Spear-Swerling and Sternberg Model of Reading Frith's Developmental Phase ModelAdams' Cognitive Model of Reading; Reciprocal Nature of the Processors; Information Processing Model of Reading; Information Models Supported by Brain Research; Cognitive Correlates of Reading; What Is the Relation between Reading and IQ?; Is It Helpful to Administer IQ Tests to Struggling Readers?; Transactional View of Reading; Speaking, Reading, and Writing; An Inclusive View of Reading; How Do We Know If a Student Has a Reading Disability?; What Are the Areas of Learning Disability?; Learning Disabilities Is a Valid Construct; Dyslexia Defined The Handbook of Reading Assessment, Second Edition, covers the wide range of reading assessments educators must be able to use and understand to effectively assess and instruct their students. Comprehensive and filled with numerous authentic examples, the text addresses informal classroom based assessment, progress monitoring, individual norm-referenced assessment, and group norm-referenced or 'high-stakes' testing. Coverage includes assessment content relevant for English language learners and adults. A set of test guidelines to use when selecting or evaluating an assessment tool is provided EDUCATION / Elementary bisacsh Reading fast Reading / Ability testing fast Reading / Ability testing Reading Reading Ability testing Reading |
| title | Handbook of reading assessment a one-stop resource for prospective and practicing educators |
| title_auth | Handbook of reading assessment a one-stop resource for prospective and practicing educators |
| title_exact_search | Handbook of reading assessment a one-stop resource for prospective and practicing educators |
| title_full | Handbook of reading assessment a one-stop resource for prospective and practicing educators Sherry Mee Bell and R. Steve McCallum |
| title_fullStr | Handbook of reading assessment a one-stop resource for prospective and practicing educators Sherry Mee Bell and R. Steve McCallum |
| title_full_unstemmed | Handbook of reading assessment a one-stop resource for prospective and practicing educators Sherry Mee Bell and R. Steve McCallum |
| title_short | Handbook of reading assessment |
| title_sort | handbook of reading assessment a one stop resource for prospective and practicing educators |
| title_sub | a one-stop resource for prospective and practicing educators |
| topic | EDUCATION / Elementary bisacsh Reading fast Reading / Ability testing fast Reading / Ability testing Reading Reading Ability testing Reading |
| topic_facet | EDUCATION / Elementary Reading Reading / Ability testing Reading Ability testing Reading |
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