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
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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