3rd Edition

Assessing Readers Qualitative Assessment and Student-Centered Instruction

    336 Pages 49 B/W Illustrations
    by Routledge

    336 Pages 49 B/W Illustrations
    by Routledge

    The third edition of Assessing Readers continues to bridge the gap between authentic, informal, and formative assessments and more traditional quantitative and summative assessment approaches. Designed to assist educators and reading specialists in making informed decisions about not only what to assess, but also how, it provides teachers with a menu of qualitative assessment options, encouraging them to consider their own values and beliefs in light of the goals they have for the students they teach. Building on nearly four decades of theory, research, and practice, it is up to date with current research and offers specific assessment, instruction, and organizational ideas and strategies.

    With an emphasis on comprehension, motivation and engagement, and developing strategic knowledge, Assessing Readers offers a road map for teachers trying to meet the demands of increasingly rigorous standards. Features include examples of student-centered assessment, ideas for organizing and managing differentiated instruction, sample lesson plans, and authentic case studies.

    Accessible and practical, the third edition empowers pre-service and in-service teachers alike, encouraging them to think about the importance of their assessment and instructional choices and supporting them with the tools they need to achieve their goals and meet the needs of all students.

    Changes in the Third Edition:

    • A new focus on literacy development and developmentally responsive instruction
    • Expanded coverage of emergent literacy and the assessment of foundational skills, including concepts about print, storybook reading, phonological and phonemic awareness, alphabet knowledge, and concept of word in text
    • A new section on assessing vocabulary and morphological knowledge
    • Expanded coverage of response to instruction/intervention (RTI)
    • New information on assessment and instruction of culturally and linguistically diverse students
    • Increased attention to issues of social justice, educational equity, and anti-bias practices



    Meet the Authors

    Part One: Student-Centered Assessment

    Chapter 1: The Classroom Teacher’s Role

    Chapter 2: Understanding Standardized Tests and Quantitative Assessment Data

    Chapter 3: Assessing Early Literacy, Developmental Spelling, Fluency, and Linguistic


    Chapter 4: Assessing Comprehension, Cognitive Strategies, Vocabulary Knowledge, and the

    Affective Dimensions of Reading

    Part Two: Organization and Instruction in the Classroom

    Chapter 5: Organizing, Analyzing, and Using Assessment Data

    Chapter 6: Organizing Classrooms and Groups for Literacy Instruction

    Chapter 7: Assessment, Instruction, and Learning in the Classroom

    Appendix A: Portfolio Assessment Templates

    Appendix B: Sample Teacher-Developed Assessments

    Appendix C: Sample Teacher-Developed Lesson Plans


    References: Professional References and Suggested Readings

    References: Children’s Literature References



    Rona F. Flippo is Professor of Education in the Department of Curriculum and Instruction at the University of Massachusetts Boston, USA.

    Kristin M. Gehsmann is Professor of Literacy Studies and Director of the School of Education at Virginia Tech, USA.

    Juliet L. Halladay is Associate Professor in the Department of Education at the University of Vermont, USA.