This superb text presents a seamless integration of instruction and assessment that gives the utmost consideration to student learning. When done well, as it is here, the notion of data-driven instruction seems completely appropriate, logical, and valid. The volume is organized in a way that truly demystifies informal assessment. This is the text my colleagues and I have been looking for! It is an amazing resource for upper-level undergraduate courses--especially in programs offering reading endorsements--as well as graduate-level courses. This text also should be on the bookshelf of every classroom teacher, reading specialist, literacy coach, and reading educator.--Allison Swan Dagen, PhD, College of Education and Human Services, West Virginia University
From a team of contributing authors with interdisciplinary expertise, Reading Assessment and Instruction for All Learners is rich with research-based ideas and classroom examples. The book shows teachers how to differentiate instruction to meet the needs of all students, including English language learners and those with disabilities. Perfect for K-6 preservice teachers, master's students, or inservice teachers, the book offers a step-by-step guide to addressing the challenges of today's diverse classrooms.--Mariam Jean Dreher, PhD, University of Maryland, College Park
This valuable resource brings together the work of some of the most knowledgeable and credible educators. Together, they successfully lay out key issues related to reading assessment and instruction in a way that is clear, honest, and accessible. The key points have relevance for reading specialists, as well as general and special education preservice and inservice teachers.--Patricia A. Edwards, PhD, Department of Teacher Education, Michigan State University; past president, International Literacy Association - Very impressive....Provides extremely comprehensive information about how teachers can provide high-quality core instruction in all areas of reading, and it also gives suggestions for supplemental instruction and intensive support for students who encounter difficulty with specific areas of reading. The unique needs of learning disabled and English language learners (ELL) are also addressed....Novice school psychologists...can increase their knowledge about phonological awareness, the alphabetic principle, phonics and spelling, sight words and structural analysis, fluency, comprehension, and vocabulary in order to increase their capabilities for assisting teachers. More experienced school psychologists could find additional ideas for intervention for students experiencing problems in different areas of reading....Most school psychologists will be very interested in the annotated listings of recommended websites that accompany each chapter. This book is very well organized and clearly written, and it is suited to self-study because each chapter includes anticipation questions, an introduction, key terms and concepts, a summary, and additional resources. Extensive information about and resources for informal assessment are included. --NASP Communique, 5/6/2006
