Umfang:
Online-Ressource (PDF-Dateien: ix, 394 S.)
,
Ill.
Ausgabe:
Online-Ausg. 2011 Electronic reproduction; Available via World Wide Web
ISBN:
9781118283790
,
9781118282014
,
9781118285428
,
9781118092668
,
0470873930
,
1118285425
,
1118283791
,
1299965555
,
1118282019
,
9780470873939
,
9781118285428
,
9781118283790
,
9781299965553
,
9781118282014
Inhalt:
"This accessible, friendly guide is the first of its kind to present a research-based, integrated review of reading, cognition, and oral language testing and assessment. The theoretical underpinnings of reading, language, and literacy are covered, as well as detailed information and administration tips on the myriad reading inventories that may be used in a reading psychoeducational assessment. Unique in its inclusion of instruction on crafting professional evaluation reports to illuminate a student's strengths and weaknesses, this inviting book will enable school psychologists, reading specialists, and learning disabilities specialists to conduct effective interdisciplinary remedial recommendations and interventions"--
Inhalt:
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 r
Anmerkung:
Includes bibliographical references (pages 327-357) and index
,
Reading Assessment; Contents; Acknowledgments; Chapter 1 Introduction; A Field Under Assault; Integrated Approach; The Text; Survey of Knowledge: Assessment and Reading; Chapter 2 Reading Theory and Stages of Reading Acquisition; Introduction; Philosophical Underpinnings: Nature Versus Nurture; John Locke; Jean-Jacques Rousseau; Empiricism and B. F. Skinner; Inside the Black Box; Cognitive Revolution; Noam Chomsky; Jean Piaget; Lev Vygotsky; David Elkind: The Hurried Child; Legacy to Education; Whole Language Movement; John Dewey; Edmund Burke Huey; Developmental Approach; Frank Smith
,
Three-Cueing SystemRebuttal; The Code Perspective; Simple View of Reading; Hollis S. Scarborough's Rope Model; McKenna and Stahl's Modified Cognitive Model; Models of Reading Acquisition; Jeanne Chall and the Stages of Reading Development; Linnea Ehri: Spelling Development and Reading Acquisition; Spear-Swerling and Sternberg: Readers Off Track; Conclusion; Review Questions; Chapter 3 Oral Language; Introduction; The Language of Language; Language Acquisition; LAD and LASS; Social Interactionism; Language Development Beyond Experience; Critical Periods in Language Acquisition
,
Stages of Language DevelopmentInfants and Speech; One-Word Stage; Putting Words Together: Beginning of Syntax; Mean Length of Utterance; Preschool Years; Language and the School-Age Child; Communications Disorders; Articulation and Phonological Disorders; Voice Disorders; Fluency Disorders; Language Disorders; Special Education Identification; Conclusion; Review Questions; Chapter 4 Linguistic and Cultural Diversity; Introduction; Poverty; Variation in Language; Dialects and Accents; Language Differences and Language Disorders; Bilingualism and Second Language Acquisition
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Diversity Among English-Language LearnersDual-Language Learners; Second Language Acquisition and Reading; Basic Interpersonal Communication Skills and Cognitive Academic Language Proficiency; What It Takes to Acquire a Second Language; Bilingual Benefits; Reading Instruction for Bilingual Learners; Phonological Awareness in English-Language Learners; Issues Related to Assessment and Instruction; Assessment of English-Language Learners; Working With Interpreters; Using Standardized Tests; Best Practice in Assessment; Recommendations; Conclusion; Review Questions
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Chapter 5 Statistics and Test DevelopmentIntroduction; Criterion-Referenced and Norm-Referenced Tests; Criterion-Referenced Tests; Norm-Referenced Tests; Scoring Systems; Standard Scores; Percentile Ranks; Age and Grade Equivalents; Age Norms and Grade Norms; Floor and Ceiling Effects of Tests; Test Development; Reliability; Validity; Test Selection; Conclusion; Review Questions; Chapter 6 Test Administration and Report Writing; Introduction; Informed Assessment; Referral Questions: Teacher, Student, and Parent Concerns; Background History and Previous Testing; Hearing and Vision
,
Planning the Assessment
,
Electronic reproduction; Available via World Wide Web
Weitere Ausg.:
ISBN 111809266X
Weitere Ausg.:
ISBN 9781118092668
Weitere Ausg.:
ISBN 9780470873939
Weitere Ausg.:
Erscheint auch als Druck-Ausgabe Reading Assessment : Linking Language, Literacy, and Cognition
Sprache:
Englisch
Fachgebiete:
Pädagogik
Schlagwort(e):
Lesefähigkeit
;
Schulleistungsmessung
DOI:
10.1002/9781118092668
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