The Handbook of Reading Assessment, Second Edition, covers the wide range of reading assessments educators must be able to use and understand to effectively assess and instruct their students. Comprehensive and filled with numerous authentic examples, the text addresses informal classroom based assessment, progress monitoring, individual norm-referenced assessment, and group norm-referenced or ‘high-stakes’ testing. Coverage includes assessment content relevant for English language learners and adults. A set of test guidelines to use when selecting or evaluating an assessment tool is provided.
New and updated in the Second Edition
- Impact on reading assessment of Common Core Standards for literacy; increased top-down focus on accountability and high stakes tests; innovations in computerized assessment of reading
- Latest developments in Response to Intervention (RTI) model, particularly as they impact reading assessment
- International Reading Association standards for reading educators and brief discussion of International Dyslexia Association standards
- Types of reading assessment, including discussion of formative versus summative assessment
- Expanded coverage of assessment of reading motivation
- Expanded coverage of writing assessment
- New and revised assessments across genres of reading assessment
- Companion Website: numerous resources relevant to reading and writing assessment; suggestions for evidence-based instructional practices that can be linked to assessment results; PowerPoint slides; test bank; study guides; application exercises
Table of Contents
Chapter 1: Assessment of Reading: The Context
Chapter 2: Nature of Reading
Chapter 3: Assessing Motivation to Read
Chapter 4: informal Assessment: Informing Instruction
Chapter 5: Informal Assessment: Progress Monitoring
Chapter 6: Formal Assessment of Reading: Individualized Assessment
Chapter 7: Formal Group Assessment: Focus on Accountability
Chapter 8: Using Informal and Formal Assessment Data to Inform Teaching
Appendix A: International Reading Association Standards 2010: Standard 3
Appendix B: Inclusive Model of Reading
Appendix C: Literacy Instruction Pie with Overlay of Motivation
Sherry Mee Bell is Professor and Department Head, Theory and Practice in Teacher Education, University of Tennessee, Knoxville, TN, USA. A former special and elementary teacher and school psychologist, she is author of a number of articles on assessment, reading/disabilities, and teacher preparation.
R. Steve McCallum is Professor, Department of Educational Psychology and Counseling, University of Tennessee, Knoxville, TN, USA. A fellow of the American Psychological Association, he is author of a number of assessment-related articles, tests, texts, and is Consulting Editor and Co-Founder, Journal of Psychoeducational Assessment.
Please visit our companion website for additional support materials.