A â one stopâ resource for prospective and practicing teachers, this text covers the wide range of reading assessmentsâ from informal, classroom-based to high-stakes formal testingâ educators must be able to use and understand to effectively assess and instruct their students.
A â one stopâ resource for prospective and practicing teachers, this text covers the wide range of reading assessmentsâ from informal, classroom-based to high-stakes formal testingâ educators must be able to use and understand to effectively assess and instruct their students.
Sherry Mee Bell is Professor and Department Head, Theory and Practice in Teacher Education, University of Tennessee, Knoxville, TN, USA. A former special and elementary teacher and school psychologist, she is author of a number of articles on assessment, reading/disabilities, and teacher preparation. R. Steve McCallum is Professor, Department of Educational Psychology and Counseling, University of Tennessee, Knoxville, TN, USA. A fellow of the American Psychological Association, he is author of a number of assessment-related articles, tests, texts, and is Consulting Editor and Co-Founder, Journal of Psychoeducational Assessment.
Inhaltsangabe
Preface Acknowledgements Chapter 1: Assessment of Reading: The Context Chapter 2: Nature of Reading Chapter 3: Assessing Motivation to Read Chapter 4: informal Assessment: Informing Instruction Chapter 5: Informal Assessment: Progress Monitoring Chapter 6: Formal Assessment of Reading: Individualized Assessment Chapter 7: Formal Group Assessment: Focus on Accountability Chapter 8: Using Informal and Formal Assessment Data to Inform Teaching Appendix A: International Reading Association Standards 2010: Standard 3 (Assessment) Appendix B: Inclusive Model of Reading Appendix C: Literacy Instruction Pie with Overlay of Motivation Glossary
Preface Acknowledgements Chapter 1: Assessment of Reading: The Context Chapter 2: Nature of Reading Chapter 3: Assessing Motivation to Read Chapter 4: informal Assessment: Informing Instruction Chapter 5: Informal Assessment: Progress Monitoring Chapter 6: Formal Assessment of Reading: Individualized Assessment Chapter 7: Formal Group Assessment: Focus on Accountability Chapter 8: Using Informal and Formal Assessment Data to Inform Teaching Appendix A: International Reading Association Standards 2010: Standard 3 (Assessment) Appendix B: Inclusive Model of Reading Appendix C: Literacy Instruction Pie with Overlay of Motivation Glossary
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