Summary and Info
A groundbreaking integrated approach to reading assessment that addresses each child's unique Learning Profile Fifteen to twenty percent of our nation's children have reading difficulties. Educational evalua-tors must be able to use progress monitoring and diagnostic tools effectively to identify students who may be at risk, evaluate the effectiveness of school-wide reading programs, and suggest interventions that will improve reading skills. Written from a strengths-based perspective, Reading Assessment: Linking Language, Literacy, and Cognition is the first book of its kind to present a research-based, integrated review of reading, cognition, and oral language testing and assessment.Author Melissa Lee Farrall explores the theoretical underpinnings of reading, language, and literacy, explains the background of debates surrounding these topics, and provides detailed information and administration tips on the wide range of reading inventories and standardized tests that may be used in a reading psychoeducational assessment. With a focus on how to craft professional evaluation reports that illuminate a student's strengths?not just weaknesses?Reading Assessment enables school psychologists and diagnosticians, reading specialists, and special education professionals to conduct evaluations and develop effective interdisciplinary remedial recommendations and interventions.Clear, engaging, and inviting, Reading Assessment features:Case examples and practice exercisesChapter-opening reviews of each theoryStrengths, weaknesses, and potential problems of tests and their interpretationsChapter-ending review questions that foster skill development and critical thinkingComprehensive information on more than 50 different assessment testsReading Assessment is an invaluable resource that helps professionals gain the knowledge and skills to confidently interpret test results and prepare detailed and effective evaluation reports designed to meet each child's unique needs as a learner.Content: Chapter 1 Introduction (pages 1–5): Chapter 2 Reading Theory and Stages of Reading Acquisition (pages 7–26): Chapter 3 Oral Language (pages 27–46): Chapter 4 Linguistic and Cultural Diversity (pages 47–58): Chapter 5 Statistics and Test Development (pages 59–74): Chapter 6 Test Administration and Report Writing (pages 75–95): Chapter 7 Response to Intervention (pages 97–117): Chapter 8 Role of Intellectual Assessment (pages 119–137): Chapter 9 Oral Language Assessment (pages 139–161): Chapter 10 Underlying Processes (pages 163–192): Chapter 11 Decoding (pages 193–231): Chapter 12 Comprehension (pages 233–258): Chapter 13 Informal Inventories and Readability (pages 259–277): Chapter 14 Written Expression and Spelling (pages 279–305): Chapter 15 Last Words (pages 307–309):
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