Reading Assessment in an RTI Framework

Regular price €51.99
A01=Katherine A. Dougherty Stahl
A01=Michael C. McKenna
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assessments
Author_Katherine A. Dougherty Stahl
Author_Michael C. McKenna
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cbm
classrooms
common core state standards
COP=United States
curriculum-based measurement
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elementary
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instruction
instruments
Language_English
literacy
measures
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Price_€20 to €50
professional development
progress monitoring
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reading
response to intervention
rti
schools
screening
softlaunch
struggling readers
teaching
testing
tests

Product details

  • ISBN 9781462506965
  • Weight: 476g
  • Dimensions: 178 x 254mm
  • Publication Date: 14 Nov 2012
  • Publisher: Guilford Publications
  • Publication City/Country: US
  • Product Form: Hardback
  • Language: English
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From leading experts, this indispensable resource presents a practical model for conducting reading assessments for screening, diagnosis, and progress monitoring in each of the three tiers of response to intervention (RTI). K-8 teachers and school personnel are guided to use norm-referenced, informal, and curriculum-based measures to assess key components of reading development and make informed choices about instruction. The book describes how to survey existing assessment practices in a school and craft a systematic plan for improvement; reproducible tools include a 10-page RTI Assessment Audit that can be downloaded and printed in a convenient 8 1/2" x 11" size.

See also Assessment for Reading Instruction, Third Edition, which explains the fundamentals of assessment and provides essential hands-on tools.

Katherine A. Dougherty Stahl, EdD, is Assistant Professor of Reading at New York University, where she serves as Literacy Education Program Director and teaches graduate courses. Her research focuses on reading acquisition, struggling readers, and comprehension. In addition to teaching in public elementary school classrooms for over 25 years, she has extensive experience working with struggling readers in clinical settings. These experiences have led to her research interests and her ongoing collaborations with teachers translating research into practice to improve classroom literacy instruction.

Michael C. McKenna, PhD, was Thomas G. Jewell Professor of Reading in the School of Education and Human Development at the University of Virginia until his death in 2016. He authored, coauthored, or edited more than 20 books and over 100 articles, chapters, and technical reports on a range of literacy topics. Dr. McKenna also served as Series Editor, with Sharon Walpole, of The Essential Library of PreK-2 Literacy. His research was sponsored by the National Reading Research Center and the Center for the Improvement of Early Reading Achievement. He was a corecipient of the Edward B. Fry Book Award from the Literacy Research Association and the Award for Outstanding Academic Books from the American Library Association, and a member of the Reading Hall of Fame.

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