Reading Assessment in an RTI Framework. Dieser Artikel ist nicht verfügbar.Reading Assessment in an RTI Framework

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 Curry School of Education at the University of Virginia until his death in 2016. He authored, coauthored, or edited more than 20 books, including Assessment for Reading Instruction, Third Edition; How to Plan Differentiated Reading Instruction, Second Edition: Resources for Grades K–3; and Organizing the Early Literacy Classroom; as well as 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.