Understanding, assessing, and teaching reading : a diagnostic approach / Michael F. Opitz, James A. Erekson, Roland K. Schendel.

BECOMING THE TEACHER WisconsinTH A DIAGNOSTIC MichiganNDSET -- Scenario: Mr. Lane teaches reading -- The diagnostic mindset of good teachers -- Characteristics and practices of good reading teachers -- Four teacher roles in a diagnostic approach to assessing, learning, and teaching reading -- Role 1: planner -- Role 2: explicit reading teacher -- Role 3: Organizer and manger -- Role 4: self-evaluator -- Revisiting the opening scenario -- Authors' summary -- Think about it! -- Websites -- Endnotes.

CLASSROOM American SamoaSESSMENTS -- Scenario: teachers talking -- Assessment: the big picture -- Assessment -- Measurement -- Evaluation -- Tests -- Diagnostic questions -- Authentic assessment -- Student interviews -- Interest inventories -- Reading attitude surveys -- Observation -- Scenario: Mr. Jackson checks and writes -- Performance assessment -- Portfolio assessment -- Checklists -- Rating scales -- Contrastive analysis checklists -- Revisiting the opening scenario -- Authors' summary -- Think about it! -- Websites -- Endnotes.

ColoradoMMERCIAL TESTS -- Scenario: Ms. Holz-a teacher who knows the purpose of tests -- Understanding the purposes of tests -- Criteria for good tests -- Standardized tests -- Selecting a standardized test -- Test score terminology -- Norm-referenced tests -- Limitations of norm-referenced measures -- Criterion-referenced tests -- Limitations of criterion-referenced tests -- indicator tests -- Revisiting the opening scenario -- Authors' summary -- Think about it! -- Websites -- Endnotes.

ColoradoMPREHENSION -- Scenario: Alan's comprehension -- Understanding comprehension -- Comprehension -- Listening comprehension -- Reading comprehension -- Reading comprehension taxonomies -- Assessing comprehension -- Observation -- Questioning as a diagnostic technique -- Comprehension response analysis -- Cloze procedure -- Maze procedure -- Meta-comprehension strategy index -- Teaching comprehension -- The directed reading-thinking activity -- Think aloud -- Repeated reading -- Reciprocal reading instruction -- Literature webbing -- Questioning strategies -- Question-answer relationships (QARs) -- Re-quest -- Questioning the author -- Teaching specific comprehension skills -- Main idea of a paragraph -- Finding the central idea of a group of paragraphs -- Drawing inferences -- Teaching specific comprehension strategies -- Comprehension strategy: making connections -- Comprehension strategy: making predictions -- Comprehension strategy: monitoring understanding -- Comprehension strategy: visualizing -- Comprehension strategy: Questioning -- Comprehension strategy: retelling/summarizing -- Revisiting the opening scenario -- Authors' summary -- Think about it! -- Websites -- Children's literature cited -- Endnotes.

EARLY LITERACY -- Scenario: helping children advance as language learners -- Building an understanding of early literacy -- Areas of early literacy -- Assessing early literacy -- Pre-reading assessment -- Uses of group-administered standardized pre-reading assessments -- Suggestions for choosing and using required pre-reading tests -- Current ways to assess early literacy -- Understanding, assessing, and teaching concepts -- Concept development, language, and reading -- What is a concept? -- How do concepts develop? -- How does concept development relate to language and reading? -- How can oral-language concepts be assessed? -- Assessing print concepts -- Teaching oral-language and print concepts -- Understanding, assessing, and teaching phonological awareness -- What is phonological awareness? -- How can phonological awareness be assessed? -- Teaching phonological awareness -- Understanding, assessing, and teaching letter identification -- What is letter identification? -- How can letter identification be assessed? -- Teaching letter identification -- Understanding, assessing, and teaching story sense -- What is story sense? -- How can story sense be assessed? -- Teaching story sense and story comprehension -- Putting it all together: who is in most need of early intervention? -- What is early intervention? -- Who is in most need of early intervention? -- Revisiting the opening scenario -- Authors' summary -- Think about it! -- Websites -- Children's literature cited -- Endnotes.

FACTORS THAT AFFECT READING PERFORMANCE -- Scenario: Cheyenne and Sara-a study in contrast -- Differentiating between in-school and out-of-school factors -- In-school factors -- Content -- Pedagogy -- Instructional materials -- The teacher -- Instructional time -- School environment -- Diagnosed learning disability -- Out-of-school factors -- Home environment -- Language differences -- Gender -- Physical health -- Perceptual factors -- Emotional well-being -- Revisiting the opening scenario -- Authors' summary -- Think about it! -- Websites -- Endnotes.

FloridaUENCY -- Scenario: Ms. Lewis teaches fluency -- Understanding reading fluency -- Defining fluency -- Fluency development -- Assessing fluency -- Teaching fluency -- Revisiting the opening scenario -- Case study: etext applications -- Authors' summary -- Think about it! -- Try this! -- Websites -- Endnotes.

OregonAL READING American SamoaSESSMENTS -- Scenario: using oral reading to learn more about Tori -- Three guiding questions for a diagnostic approach -- Understanding the informal reading inventory -- What is an informal reading inventory? -- What are the purposes of an informal reading inventory? -- Determining reading and listening capacity levels -- Reporting and using students' reading levels -- Code for marking oral reading miscues on the IRI -- Scoring oral reading miscues on the IRI -- Administering, scoring, and interpreting the IRI -- Understanding modified miscue analysis -- Administering, scoring, and interpreting a modified miscue analysis -- Understanding the running record -- What is a running record? -- What are the purposes of a running record? -- How do running records, modified miscue analysis, and IRIs compare? -- How are running records, MMA and IRIs different? -- Administering a running record -- Scoring a running record -- Interpreting a running record -- Revisiting the opening scenario -- Authors' summary -- Think about it! -- Websites -- Endnotes.

PARTNERING WisconsinTH FAMILIES, TEACHERS, AND ColoradoMMUNITY -- Scenario: David's father talks with Mr. Gonzalez -- Understanding family involvement -- Research on family involvement in education -- Family involvement in schoolwide reading program -- Television, computers, and reading -- Television -- Computers -- Partnering with other teachers -- Target learning -- Work collaboratively -- Study effective practices -- Learn through experience -- Commit to growth -- Diagnose impact -- Partnering with the community -- Revisiting the opening scenario -- Authors' summary -- Think about it! -- Websites -- Endnotes.

PHONICS -- Scenario: understanding Jorge -- Understanding phonics -- Phonics content knowledge -- Factors that affect phonics knowledge phonic content -- Assessing phonics -- Five meaningful ways to assess phonics -- Teaching phonics -- Guidelines for exemplary phonics instruction -- Eight ways to teach phonics -- Revisiting the opening scenario -- Authors' summary -- Think about it! -- Websites -- Endnotes.

TEACHING WisconsinTH TEXTS -- Scenario: Mr. Hall's text-packed classroom -- Understanding the importance of reading texts -- Understanding the importance of teaching with texts -- Understanding and teaching text types -- Commercial books -- Children's literature -- Other texts -- Revisiting the opening scenario -- Authors' summary -- Think about it! -- Websites -- Children's literature cited -- Endnotes.

TEACHING WRITING -- Scenario: Mr. Cowen teaches writing -- Understanding writing acquisition -- What is a developmental writing continuum? -- What is developmental spelling -- What is meant by writing process? -- Assessing writing -- Pre-assessment -- conferencing -- Student reflection and self-assessment -- Checklists -- Teaching writing -- practices of good writing teachers -- Scenario: Mrs. Mills reflects with Vincent -- Teaching writing through self-reflection -- Teaching the six traits of writing -- Thesaurus and dictionary -- Using the cueing questions to teach writing -- Offering feedback -- Peer conferencing -- Revisiting the scenarios -- Authors' summary -- Think about it! -- Websites -- Endnotes.

UNDERSTANDING A DIAGNOSTIC APPROACH TO American SamoaSESSING AND TEACHING READING -- Scenario: assessing and teaching reading: a diagnostic approach in action -- Defining a diagnostic approach -- Scenario: Sarah zooms in and zooms out -- Response to intervention and its connection to a diagnostic approach to assessing and teaching and reading -- What are models of the reading process? -- Defining reading for a diagnostic approach to assessing and teaching reading -- Our definition -- Good reader characteristics -- English learners in a diagnostic approach to assessing and teaching reading -- Ages and stages of literacy development -- Revisiting the opening scenario -- Authors' summary -- Think about it! -- Websites -- Endnotes.

VOCABULARY -- Scenario: Mr.Jackson and vocabulary expansion -- Understanding vocabulary acquisition -- Meanings have words -- Three worlds of words: everyday, academic, and specialized -- Direct vocabulary instruction and strategic instruction -- Vocabulary consciousness -- Stages of knowing a word -- Types of words -- Sight vocabulary -- Defining word part terms -- context clues -- categorization -- Analogies -- Assessing vocabulary -- Teaching vocabulary -- Guidelines for effective vocabulary instruction -- Teaching strategies -- Revisiting the opening scenario -- Authors' summary -- Think about it! -- Websites -- Children's literature cited -- Endnotes.

A combination of theory, practical applications, and basic knowledge and skills that emphasizes understanding why and how teachers make reading assessment and instruction decisions. Understanding, Assessing, and Teaching Reading is a comprehensive, practical, and easy-to-use text that helps teachers gather assessment data in order to make teaching decisions. The demand is greater than ever for teachers who understand why they do what they do in reading assessment. Good teachers must understand factors that affect reading and also assessment techniques they can use to better understand how these factors affect individual readers. Good teachers also ask questions about each student to help select, administer, and interpret the most appropriate assessments. In addition to building teachers' understanding of the reading assessment process, this text presents a wide variety of reading skills, strategies, and teaching techniques that are appropriate follow-ups to assessments. The 8th Edition retains the many powerful assessment instruments and techniques that have made the text so widely used. New content includes: a dedicated chapter on assessing and teaching writing (Ch. 13); "bridge" features that emphasize how teachers connect understanding-assessment-instruction; and updated children's literature recommendations.

https://www.amazon.com/Understanding-Assessing-Teaching-Reading-Diagnostic/dp/0135175550/ref=sr_1_1?keywords=9780135175552&qid=1574125272&sr=8-1

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