Reading Assessment : Linking Language, Literacy, and Cognition.
Title:
Reading Assessment : Linking Language, Literacy, and Cognition.
Author:
Farrall, Melissa Lee.
ISBN:
9781118285428
Personal Author:
Edition:
1st ed.
Physical Description:
1 online resource (410 pages)
Contents:
Reading Assessment -- Contents -- Acknowledgments -- Chapter 1 Introduction -- A Field Under Assault -- Integrated Approach -- The Text -- Survey of Knowledge: Assessment and Reading -- Chapter 2 Reading Theory and Stages of Reading Acquisition -- Introduction -- Philosophical Underpinnings: Nature Versus Nurture -- John Locke -- Jean-Jacques Rousseau -- Empiricism and B. F. Skinner -- Inside the Black Box -- Cognitive Revolution -- Noam Chomsky -- Jean Piaget -- Lev Vygotsky -- David Elkind: The Hurried Child -- Legacy to Education -- Whole Language Movement -- John Dewey -- Edmund Burke Huey -- Developmental Approach -- Frank Smith -- Three-Cueing System -- Rebuttal -- The Code Perspective -- Simple View of Reading -- Hollis S. Scarborough's Rope Model -- McKenna and Stahl's Modified Cognitive Model -- Models of Reading Acquisition -- Jeanne Chall and the Stages of Reading Development -- Linnea Ehri: Spelling Development and Reading Acquisition -- Spear-Swerling and Sternberg: Readers Off Track -- Conclusion -- Review Questions -- Chapter 3 Oral Language -- Introduction -- The Language of Language -- Language Acquisition -- LAD and LASS -- Social Interactionism -- Language Development Beyond Experience -- Critical Periods in Language Acquisition -- Stages of Language Development -- Infants and Speech -- One-Word Stage -- Putting Words Together: Beginning of Syntax -- Mean Length of Utterance -- Preschool Years -- Language and the School-Age Child -- Communications Disorders -- Articulation and Phonological Disorders -- Voice Disorders -- Fluency Disorders -- Language Disorders -- Special Education Identification -- Conclusion -- Review Questions -- Chapter 4 Linguistic and Cultural Diversity -- Introduction -- Poverty -- Variation in Language -- Dialects and Accents -- Language Differences and Language Disorders.
Bilingualism and Second Language Acquisition -- Diversity Among English-Language Learners -- Dual-Language Learners -- Second Language Acquisition and Reading -- Basic Interpersonal Communication Skills and Cognitive Academic Language Proficiency -- What It Takes to Acquire a Second Language -- Bilingual Benefits -- Reading Instruction for Bilingual Learners -- Phonological Awareness in English-Language Learners -- Issues Related to Assessment and Instruction -- Assessment of English-Language Learners -- Working With Interpreters -- Using Standardized Tests -- Best Practice in Assessment -- Recommendations -- Conclusion -- Review Questions -- Chapter 5 Statistics and Test Development -- Introduction -- Criterion-Referenced and Norm-Referenced Tests -- Criterion-Referenced Tests -- Norm-Referenced Tests -- Scoring Systems -- Standard Scores -- Percentile Ranks -- Age and Grade Equivalents -- Age Norms and Grade Norms -- Floor and Ceiling Effects of Tests -- Test Development -- Reliability -- Validity -- Test Selection -- Conclusion -- Review Questions -- Chapter 6 Test Administration and Report Writing -- Introduction -- Informed Assessment -- Referral Questions: Teacher, Student, and Parent Concerns -- Background History and Previous Testing -- Hearing and Vision -- Planning the Assessment -- Top-Down Approach to a Comprehensive Reading Evaluation -- Test Administration -- Rapport and Test Session Length -- Test Administration for Beginners -- Learning a New Test for Beginners -- Report Writing and Presentation -- Using a Template -- How to Create a Template -- Summary, Conclusions, and Recommendations -- Report Appendix -- Turning the Skeleton Into a Human Being -- Report Writing Style -- Proofing the Report -- Presentation of the Report to Parents and Educators -- Conclusion -- Review Questions.
Chapter 7 Response to Intervention -- Introduction -- Brief Historical Perspective on Learning Disabilities and the Law -- Franz Gall -- Nineteenth-Century and Modern Studies of the Brain -- Reading Research on Children -- Legislation Related to Learning Disabilities and Reading -- Concept of a Learning Disability -- Education of the Handicapped Act -- The Rehabilitation Act of 1973 and the Education for All Handicapped Children Act of 1975 -- Individuals With Disabilities Education Act -- No Child Left Behind -- Individuals With Education Disabilities Improvement Act -- Response to Intervention -- National Institute of Child Health and Human Development Studies -- RTI Service Delivery -- Differing Points of View -- Implementing an RTI Model -- Curriculum-Based Measurement -- DIBELS Next -- AIMSweb -- Establishment of a School-Wide System -- Conclusion -- Review Questions -- Chapter 8 Role of Intellectual Assessment -- Introduction -- Intelligence: What It Is and What It Is Not -- Measuring How Smart We Are -- Beginnings -- Wechsler Scales -- Cattell-Horn-Carroll Theory -- Theory Meets Assessment -- Cross Battery Assessment -- Abilities Measured in IQ Tests and How They Relate to Reading -- Misunderstandings About Learning Styles -- Small Sample of Intelligence Tests -- Differential Ability Scales, Second Edition -- Leiter International Performance Scale-Revised -- Wechsler Intelligence Scale for Children, Fourth Edition (2003) -- Woodcock-Johnson III Tests of Cognitive Abilities, Third Edition -- Conclusion -- Questions to Ask Evaluators AboutCognitive Testing -- Chapter 9 Oral Language Assessment -- Introduction -- Assessment of Oral Language -- Listening Comprehension -- Listening Comprehension Advantages -- A Few Words on Words -- Word Structure -- Word Meaning -- How Vocabulary Is Assessed -- Syntax -- How Syntax Is Assessed.
Discourse-Level Skills -- Discourse-Level Skills: How They Are Assessed -- Pragmatics -- Pragmatic Skills: How They Are Assessed -- Scholastic Language -- Basic Concepts: How They Are Assessed -- Conclusion -- Review Questions -- Chapter 10 Underlying Processes -- Introduction -- Dyslexia -- Phonological and Phonemic Awareness -- Delays in Reading -- Phonetics -- Phonemics -- Link Between Vocabulary and Phonological Awareness -- Developmental Sequence -- Assessment of Phonological Awareness -- Phonological Memory -- Assessment of Phonological Memory -- What Is Rapid Naming? -- RAN Is Not Without Controversy -- Double Deficit -- How RAN Is Assessed -- Orthographic Processing -- Assessment of Orthographic Processing -- Suggestions for Assessing Underlying Processes -- Instructional Implications and Recommendations -- Conclusion -- Review Questions -- Chapter 11 Decoding -- Introduction -- The High Road and the LowRoad: The Dual Route Model -- Dual Route and Dyslexia -- You Say ''Orthographic'' and I Say ''Phonologic'' -- What Technology Has to Tell Us -- Implications for Instruction -- Print Awareness -- Emergent Literacy -- Print Awareness as a Predictor -- How Print Awareness Is Assessed -- Alphabet Knowledge -- Letter Names and Learning to Read -- How Letter Names Are Learned -- How Letters Name and Sounds Are Assessed -- Word Recognition -- How Word Recognition Skills Develop -- How Word Identification Is Assessed -- Record Keeping -- Nonsense Words -- Why Nonsense Words Are Important -- Error Analysis -- Syllable Patterns -- Nonsense Word List and Performance of Three Students -- Quick Lesson in Syllable Division -- Beyond the Six Syllable Patterns -- Eye Movements and Tracking -- Perceptual Span -- Eye Movements -- Eye Movements During Reading -- Fluency -- Fluency Versus Automaticity -- Definitions of Fluency -- Word Callers.
How Fluency Is Assessed -- Recording Oral Reading Performance -- Measuring Reading Fluency in the Classroom -- Prosody -- Prosody and Language Processing -- Prosody's Role in Reading -- How Prosody Is Assessed -- Recommendations for Instruction -- Conclusion -- Review Questions -- Chapter 12 Comprehension -- Introduction -- Fourth-Grade Slump -- Kintsch Model of Reading Comprehension -- The Textbase and the Situation Model -- Text Is Almost Never Fully Explicit -- Inferential Thinking -- Role of Experience -- Levels of Inferential Thinking -- Working Memory and Comprehension -- How Working Memory Supports Comprehension -- Role of Practice -- Background Knowledge -- Activation -- Cycle of Learning -- Vocabulary -- Vocabulary and Word Recognition -- Vocabulary Breadth and Depth -- Vocabulary and Academic Success -- Learning New Vocabulary -- How Reading Comprehension Is Assessed -- Measuring Understanding -- Reading Comprehension Tests Measure Different Skills -- Different Tests of Reading Comprehension -- Test Factors That Warrant Consideration -- Different Types of Questions -- Suggestions for Assessing Reading Comprehension -- Instructional Implications and Recommendations -- Conclusion -- Review Questions -- Chapter 13 Informal Inventories and Readability -- Introduction -- What Informal Reading Inventories Are -- Levels of Reading Skill -- Reading Level Criticism -- Is a Test Ever Not a Test? -- Informal Is Not a Synonym for ''Exempt From Considerations of Reliability and Validity'' -- Miscue Analysis -- Repetitions and Self-Corrections -- Running Records -- IRI Word Lists -- IRI Passages -- What About the Questions? -- Readability Applications Outside of the Classroom -- Readability History -- Readability, Comprehension, and Prediction -- Factors Affecting Readability -- New Dale-Chall Readability Formula -- SMOG Readability Formula.
Online Options for Readability.
Abstract:
A groundbreaking integrated approach to reading assessmentthat addresses each child's unique Learning Profile Fifteen to twenty percent of our nation's children have readingdifficulties. Educational evalua-tors must be able to use progressmonitoring and diagnostic tools effectively to identify studentswho may be at risk, evaluate the effectiveness of school-widereading programs, and suggest interventions that will improvereading skills. Written from a strengths-based perspective,Reading Assessment: Linking Language, Literacy, andCognition is the first book of its kind to present aresearch-based, integrated review of reading, cognition, and orallanguage testing and assessment. Author Melissa Lee Farrall explores the theoreticalunderpinnings of reading, language, and literacy, explains thebackground of debates surrounding these topics, and providesdetailed information and administration tips on the wide range ofreading inventories and standardized tests that may be used in areading psychoeducational assessment. With a focus on how to craftprofessional evaluation reports that illuminate a student'sstrengths-not just weaknesses-Reading Assessmentenables school psychologists and diagnosticians, readingspecialists, and special education professionals to conductevaluations and develop effective interdisciplinary remedialrecommendations and interventions. Clear, engaging, and inviting, Reading Assessmentfeatures: Case examples and practice exercises Chapter-opening reviews of each theory Strengths, weaknesses, and potential problems of tests and theirinterpretations Chapter-ending review questions that foster skill developmentand critical thinking Comprehensive information on more than 50 different assessmenttests Reading Assessment is an invaluable resource that helpsprofessionals gain the knowledge and skills to confidentlyinterpret test
results and prepare detailed and effectiveevaluation reports designed to meet each child's unique needs as alearner.
Local Note:
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2017. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
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