You Never Asked Me to Read: Useful Assessment of Reading and Writing Problems

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Juni 1999



"Built around the case studies of eight students who have had difficulty learning to read and write and for whom traditional methods of testing have proven inadequate, . this innovative book allows the reader to think along with the author during the administration, recording, observation, and analysis of students' actual reading and writing. In this way future and practicing teachers learn how their daily classroom activities can yield valuable insights about what students can do, how they learned to read and write so far, and what possibilities exist for alternative instruction in the future." The book describes eight students and gives examples of their work, then shows what testing they have undergone and what authentic measures can do for them. It highlights the limitations of standardized tests regarding the lives and learning of real students. And it gives teachers the tools to supplement or refute standardized test results with careful analyses of authentic reading and writing performances. A listing of literacy tasks commonly used in standardized tests helps teachers analyze what test scores mean, or don't mean, by connecting the actual reading or writing required on them to language processing theory." For teachers, reading specialists, and others looking for realistic ways to help children learn to read.


About the Author.
1.You Never Asked Me to Read.
The Children and the Tests.Missing Information: The Folders of Students with Reading Problems.Reading the Test, the School, and the World.Writing to Ourselves and Others.Scoring the Tests.Purposes of Testing.Reading Real Books.Skills and Knowledge.Dynamic Assessment.Useful Assessment of Reading and Writing Problems.Case Report: What Is the Problem?
2.What Reading Teachers Can Add to the Record.
Factors beyond the Student and the School.Balancing the Evidence.The Limited Capacity Processor.Framework for Assessing Reading and Problems.When Processing Fails.Comparing School and Home Observations.Keeping the Options Open.Determining Which Data Should Take Precedence.Making Sure the Plan Is Practical.Case Report: Matching the Person to the Data.
3.Reading the Files.
Gathering Data.Purpose of the Collection.Finding the Instructional History.Does the Student Learn What Is Taught?The Reader, the Writer, and the Text.Examining the Testing Record.Print and the Limited Capacity Processor.The Interactive Processor.Tara and Print.Speeded Automaticity.Reading for Evidence of Social Contexts and Psychological Processes.Case Report: Deciding When Not to Test.
4.Interviewing the Others.
First Contacts.Varied Learners, Varied Purposes.Principles for Interviewing.Rules of the Game.Respect and Thoughtfulness.How Much a Parent Knows.Teachers and Aides Know about Implementation.School Personnel Know Resources.Case Report: I Learned What You Taught Me.
5.Observing the Class.
The State of Classroom Observation.A Framework for Observations.Kristen in the Classroom.How Rich Is the Environment?Is There a Problem?Case Report: Good Parts That Do Not Add Up.
6.Selecting the Tasks.
Principles for Selection.A Different Set of Principles.The Problem with Problems.Inviting the Student to Select the Texts.Running Records Allow Reader Choice.Finding the Range of Success.Analyzing Miscues for Strategies.Counting the Miscues.Synthetic or Analytic Phonics?Retellings, Not Questions.Look-Backs.Vocabulary Probes.Scoring and Analyzing Retells.Retelling Informational Text.Being Dynamic.Phonological Recoding Knowledge.Older Emergent Readers.Selecting Tasks for Emergent Readers.Concepts about Print.Phoneme, Letter, and Word Knowledge.Interviewing Other Readers and Writers.The Interview Portfolio of Writing.The Piece, the Classroom, the Values.Strengths, Problems, Help, and Duration.Collaboration and Intertextuality.Write with Me.Attitudes of Writers.Dynamic Observation.Varying the Conditions of Writing.Redundancy and Triangulation.Case Report: Counting the Pages.
7.Recommending Instruction.
Multiple Frameworks to Analyze the Data.Skills.Strategic Use of Knowledge.Kristen's Sociopsycholinguistic Process.Pedagogenic Disorders.Planning from Principles, Not Packages.Packages but No Practice.Phonics or Whole Language?Enough Single-Letter Phonics.Writers Need to Write for Engaged Readers.Making Do While Schools Change.When Instruction Is the Problem.The Limited Capacity Processor.Case Report: Worksheets Are What I Do Best.
8.Mileidis Gort, Assessing Culturally and Linguistically Diverse Students' Literacy.
Formal Measures of Reading Assessment and CLD Students.The Role of the First Language in Second-Language Comprehension Tasks.National Call for Valid and Authentic Assessment of CLD Students.Equitable Assessment for CLD Students.Toward Optimal Assessment for CLD Students.Case Report: Reading and Writing in Two Languages.
9.Where Are They Now?
Andrew.Jason.Kristen.Mike.Tara.Sadie after Fourth Grade.Case Report: What Has Sadie Learned?
Appendix A: Descriptions of Tests Used in Case Reports.
Appendix B: Natural or Authentic Measures of Reading and Writing.
Appendix C: Instructional Approaches Mentioned.
EAN: 9780205288540
ISBN: 0205288545
Untertitel: Sprache: Englisch.
Erscheinungsdatum: Juni 1999
Seitenanzahl: 260 Seiten
Format: kartoniert
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