Literacy Assessment and Metacognitive Strategies : A Resource to Inform Instruction, PreK-12 book cover
1st Edition

Literacy Assessment and Metacognitive Strategies
A Resource to Inform Instruction, PreK-12

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ISBN 9781462543700
Published August 24, 2020 by Guilford Press
508 Pages

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Book Description

Packed with useful tools, this practitioner guide and course text helps educators assess and teach essential literacy skills and strategies at all grade levels (PreK-12). All six literacy modalities are addressed--listening, speaking, reading, writing, viewing, and visually representing. Chapters on specific literacy processes integrate foundational knowledge, assessments, and strategies for students who need support in literacy, including English language learners. Presented are dozens of authentic assessments along with differentiation ideas. In a large-size format for easy photocopying, the book features more than 70 reproducible assessment forms and resources. Purchasers get access to a Web page where they can download and print the reproducible materials.

Table of Contents

1. Introduction to Literacy, Assessment, and Instruction
2. Building Relationships: Learning from Students, Families, and Community
3. Language Development
4. Word Analysis
5. Reading Fluency
6. Reading, Listening, and Viewing Comprehension
7. Writing Composition and Visual Representation
Appendix: Assessments and Resources

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Stephanie L. McAndrews, PhD, is Professor and Director of the Literacy Program at Southern Illinois University Edwardsville (SIUE). At SIUE, she developed the Master of Science in Literacy Education degree, the Post-Master’s Literacy Specialist Certificate program, and the Cougar Literacy Clinic. Dr. McAndrews is an experienced classroom teacher, reading specialist, and Reading Recovery teacher, and is certified in Structured English Immersion. She is an active contributor to the Literacy Research Association, the Association of Literacy Educators and Researchers, and the International Literacy Association. She is also a board member of the Illinois Reading Council, for which she has served as president of the Lewis and Clark Reading Council and the College Instructors of Reading Professionals special interest group. She is a former long-time editor of The Reading Teacher journal. Widely published, Dr. McAndrews has presented at national and international conferences, worked on assessment initiatives with the Illinois State Board of Education, and consulted with school districts in Illinois, Missouri, and Guatemala. Her primary goal is to enhance the literacy development of PreK-12 students by cultivating literacy leaders who are knowledgeable about literacy processes and can make informed instructional and programmatic decisions.


"A true teacher’s guide for literacy assessment and metacognitive strategies. McAndrews provides the teacher educator, literacy specialist, coach, interventionist, or classroom teacher with practical strategies that enhance student learning and can be readily implemented into classroom practice and clinical settings. The book is full of great, research-based ideas that I intend to use in my graduate courses and summer reading practicum/clinic."--Debra Gurvitz, EdD, Adjunct Faculty, Reading and Language Department, National Louis University, Chicago

"This book is a wonderful resource for classroom teachers at all grade levels, and will be particularly useful for literacy specialists working with students with varying abilities. I found it much more user friendly than other assessment books. The purpose of every assessment and instructional strategy is clearly explained, and the book's format makes them easy to find and implement. Educators can use this book to identify students' strengths and weaknesses through diagnostic assessments and to choose the instructional strategies that would be most beneficial."--Sarah Parcels, MSEd, reading specialist, Collinsville Middle School, Collinsville, Illinois

"A gift to educators, this valuable, comprehensive guide highlights user-friendly, evidence-based strategies that take literacy teaching and learning to higher levels. Grounded in sociocultural and social-constructivist theories, the text will be highly beneficial to my undergraduate students as they conduct assessments and instruction during mentoring sessions with elementary students. It is also highly appropriate for graduate students in our Reading Endorsement and Master's in Reading programs."--Debra J. Coffey, EdD, Department of Elementary and Early Childhood Education, Kennesaw State University, Georgia-