Preface
Acknowledgements
Chapter 1: Assessment of Reading: The Context
Chapter 2: Nature of Reading
Chapter 3: Assessing Motivation to Read
Chapter 4: informal Assessment: Informing Instruction
Chapter 5: Informal Assessment: Progress Monitoring
Chapter 6: Formal Assessment of Reading: Individualized Assessment
Chapter 7: Formal Group Assessment: Focus on Accountability
Chapter 8: Using Informal and Formal Assessment Data to Inform Teaching
Appendix A: International Reading Association Standards 2010: Standard 3
(Assessment)
Appendix B: Inclusive Model of Reading
Appendix C: Literacy Instruction Pie with Overlay of Motivation
Glossary
A one stop resource for prospective and practicing teachers, this text covers the wide range of reading assessmentsfrom informal, classroom-based to high-stakes formal testingeducators must be able to use and understand to effectively assess and instruct their students.
Sherry Mee Bell is Professor and Department Head, Theory and Practice in Teacher Education, University of Tennessee, Knoxville, TN, USA. A former special and elementary teacher and school psychologist, she is author of a number of articles on assessment, reading/disabilities, and teacher preparation.
R. Steve McCallum is Professor, Department of Educational Psychology and Counseling, University of Tennessee, Knoxville, TN, USA. A fellow of the American Psychological Association, he is author of a number of assessment-related articles, tests, texts, and is Consulting Editor and Co-Founder, Journal of Psychoeducational Assessment.
The Handbook of Readingl³2
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