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Literacy Assessment and Instructional Strategies


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Table of Contents

Preface Acknowledgments Section I. Foundations of Literacy Assessment and Instruction Chapter 1. Building Teacher Knowledge for Literacy Assessment, Evaluation, and Measurement Chapter 2. Literacy Background Knowledge and Assessment Chapter 3. Students Who Struggle With Literacy Learning Chapter 4. Student Factors Impacting Assessment Chapter 5. Setting the Stage for Literacy Assessment Through Affective Measures Section II. Grade-Level Literacy Assessments Chapter 6. Early Childhood-Level Assessments: Breaking the Code Chapter 7. Early Childhood Grade-Level Assessments: Spelling, Vocabulary, Fluency, Comprehension, and Writing Chapter 8. Intermediate Grade-Level (3-6) Assessments and Strategies Chapter 9. Informal Reading Inventories Chapter 10. Reading Commercial Screening and Diagnostic Assessments Chapter 11. Planning for Interventions Section III. Designing Instructional Strategies Based on Students' Needs Chapter 12. Phonemic Awareness, Phonics, and Word Work Strategies and Assessments Chapter 13. Comprehension and Writing Strategies Chapter 14. Strategies for Fluency Through Reading Section IV. Connecting Readers to Texts Chapter 15. Connecting Kids to Texts Chapter 16. Assessing New Literacies and Media Literacies Appendix A. International Reading Association Standards for Reading Professionals Appendix B. Common Core State Standards, State Assessments Glossary References Index About the Authors About the Contributors

About the Author

Kathy B. Grant, EdD, is an associate professor of Curriculum and Instruction at SUNY Plattsburgh's School of Education. She taught undergraduate courses in family involvement, as well as graduate courses in educational psychology and child development. She also worked as a home-school coordinator through Title 1 in the Missoula School District in Missoula, Montana. During her six years in this position, she oversaw the development of family resource centers at the elementary and middle school levels, worked with family outreach specialists and social workers, established parent libraries, and conducted home visits. As home-school coordinator, she helped develop an Even Start program serving children and parents. Having taught second, fifth, sixth, seventh, and eighth grades, as well as high school, she has worked collaboratively with families for more than 30 years. In 2014 in collaboration with two rural upstate New York school districts, she consulted on establishment of two elementary family resource centers. These two centers will be part of a larger SUNY clinical field experience effort to prepare teacher candidates to authentically work with families. Dr. Sandra Golden - Dr. Golden has been in higher education since 1988 and her involvement in community development and engagement spans 20 years. Prior to joining the Sisters of Charity Foundation of Cleveland as Associate Director of Cleveland Central Promise Neighborhood she taught for seven years at Defiance College. She also provided administrative leadership as the Associate Provost of Graduate Studies and Professional Development. While at Defiance College, Dr. Golden earned tenure and was promoted to Full Professor of Education. Prior to joining the faculty of Defiance College, she also taught for seven years at Notre Dame College of Ohio in their teacher education program and provided administrative leadership for the graduate programs. Dr. Golden has 15 years of experience as a teacher educator and literacy educator. Her research interest includes culturally relevant pedagogy, reading and literacy development, and teacher education. She has written several book chapters and articles and is the co-editor of Connecting the literacy puzzle: Linking the professional, personal, and social literacies, 2012, Hampton Press. Currently, she is the managing editor of the American Reading Forum Annual Yearbook. She is also the co-founder and director of T-RUTH Academy for Young Adolescent Girls, a reading and writing program to support young girls in developing and enhancing reading and writing skills, promoting self-awareness and self-esteem, and engaging in service learning and project development.

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