Overview

"This invaluable primer provides the basic information that teachers and tutors need to get started on the complex process of reading assessment. Designed for maximum utility in today's standards-driven classroom, the book presents simple, practical assessment strategies that are embedded in a solid framework of theory and research. It takes teachers step by step through learning to recognize ""good reader"" behaviors, assessing each student's strengths and weaknesses, analyzing the evidence collected, and making instructional decisions. Formal and informal measures are discussed for a variety of purposes, including assessment of emergent literacy, word identification, fluency, comprehension, and motivation for reading. Throughout, the utility of the book is enhanced by illuminating concrete examples and sample assessment materials."

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9781572307278

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Reviews

'Finally, a sensible and practical book on classroom assessment! I have long considered JoAnne Schudt Caldwell an expert in the field of reading diagnosis. In this book, she shows that she knows classrooms and what classroom teachers need. Filled with practical teaching strategies and ways to assess children's progress, this book should be in the hands of everyone who teaches reading.' - Pat Cunningham, Wake Forest University 'A remarkable endeavor. Designed to help teachers match literacy assessment to instruction, this primer is practical and reader friendly. It is carefully organized to help users understand both the 'hows' and 'whys' of assessment... Teachers will value the book's wealth of cases, practical suggestions, and tips for balancing the needs of individual students with those of the whole class. I would use this book with upper-division undergraduates and graduate students in literacy, and it will also be an ideal text for professional development.' - Diane Barone, University of Nevada, Reno 'This text focuses on what good readers do as a guide for instruction and assessment, and offers clear, easy, and sound instructions for assessing children's use of 'good reader' behaviors. Many examples are provided to help teachers and tutors gain a deeper understanding of the information that can be gleaned from a variety of assessment tools.' - Lea M. McGee, University of Alabama

Author Information

JoAnne Schudt Caldwell, PhD, is a Professor at Cardinal Stritch University in Milwaukee, Wisconsin. She was formerly the Chair of the Reading Language Arts Department and is currently the Director of Teacher Education for the College of Education. Widely published, Dr. Caldwell is a member of several professional organizations and has actively participated in a number of state task forces involving teacher certification and standards implementation. (shortened version) JoAnne Schudt Caldwell, PhD, is a Professor in the College of Education at Cardinal Stritch University in Milwaukee, Wisconsin, where she is currently Director of Teacher Education.

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