1st Edition

Reading Assessment and Instruction for All Learners




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ISBN 9781593852900
Published July 6, 2006 by Guilford Press
576 Pages

USD $63.00

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Book Description

Weaving together the latest knowledge and best practices for teaching children to read, this indispensable text and professional resource provides a complete guide to differentiated instruction for diverse learners. Uniquely integrative, the book places the needs of English language learners and students with disabilities front and center instead of treating them as special topics. Accessible chapters on each of the core components of literacy clearly demonstrate how to link formal and informal assessment to evidence-based instruction. Special features include Research Briefs, Tech Tips, Internet Resources, Reflection and Action Questions, and dozens of reproducible student activities and assessment tools.

Table of Contents

I. Focus on the Learner
1. Understanding Our Role as Teachers: Facing the Challenges of Helping All Students Learn to Read and Write, Jeanne Shay Schumm and Maria Elena Arguelles
2. No Two Learners Learn Alike: The Importance of Assessment and Differentiated Instruction, Jeanne Shay Schumm and Maria Elena Arguelles
3. No Two Learners Are Alike: Learners with Linguistic and Cultural Differences, Mary A. Avalos
II. Focus on the Foundations of Reading
4. In the Beginning: Phonological Awareness, Elizabeth D. Cramer
5. The Alphabetic Principle, Phonics, and Spelling: Teaching Students the Code, Ana Maria Pazos Rego
6. Toward Independence: Sight Words and Structural Analysis, Peggy D. Cuevas
7. Practice Makes Permanent: Working toward Fluency, Jodi Crum Marshall and Yvonne C. Campbell
8. Once Upon a Time: Comprehending Narrative Text, Adriana L. Medina and Paola Pilonieta
9. Making Sense of Knowledge: Comprehending Expository Text, Michele Mits Cash and Jeanne Shay Schumm
10. The Wonder of Words: Learning and Expanding Vocabulary, Lina Lopez Chiappone
11. The Magic of Literature: Trade Books in the Classroom, Jeanne Bergeron
12. The Parallel Bar: Writing Assessment and Instruction, Adriana L. Medina
III. Focus on Connections
13. The Digital Connection: An Exploration of Computer-Mediated Reading Instruction, William E. Blanton and Rita M. Menendez
14. Putting It All Together in Classroom and Resource Settings: Organizational Frameworks for Differentiated Instruction, Jeanne Shay Schumm
Appendix A. Student Reading and Writing Profile
Appendix B. Frequently Asked Questions About Informal Reading Inventories--Revisited
Appendix C. Assessment References
Appendix D. Children's Literature References
Appendix E. Research Skills
Glossary

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Editor(s)

Biography

Jeanne Shay Schumm, PhD, is Professor and Chair of the Department of Teaching and Learning in the School of Education at the University of Miami. She has experience teaching reading and writing to students in grades K-12 in both classroom and resource settings. Dr. Schumm has coauthored or authored over 75 chapters and articles, and has recently coedited Promising Practices for Urban Reading Instruction and coauthored the fourth edition of Teaching Exceptional, Diverse, and At-Risk Students in the General Education Classroom.

Reviews

"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
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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 Communiqué, 5/6/2006