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Classroom reading teachers, reading interventionists, reading specialists, reading/literacy coaches, and literacy curriculum directors alike gain the knowledge and skills necessary to assess reading and writing of school-age students, and to plan appropriate instruction accordingly.
In this comprehensive, classroom-based book, the authors combine a case-study approach to reading diagnosis with a sound theoretical foundation, solid research, and a developmental perspective of literacy, to prepare reading practitioners to connect diagnosis with instructional planning. Featuring many more cases from actual students and classrooms than other diagnostic texts-and both formal and classroom-based techniques for screening diagnosis and monitoring progress-the book focuses on the careful observation of students in many types of reading and writing activities, and on the development and application of teachers' diagnostic insights.
Here well-known authors and teacher educators Rebecca Barr, Camille L. Z. Blachowicz, Ann Bates, Claudia Katz, and Barbara Kaufman introduce readers to early literacy screening, running records, information reading inventories, miscue analysis, comprehension and vocabulary strategies, assessment issues related to national and state initiatives, and much more. The book meets the standards of the International Reading Association for the preparation of reading professionals and reflects the research base on reading (National Reading Panel Report, 2002) by building a theoretical framework for understanding the reading process, including how children develop knowledge of print, prior knowledge and vocabulary, comprehension strategies, and writing ability.
