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A combination of theory, practical applications, and basic knowledge and skills that emphasizes understanding why and how teachers make reading assessment and instruction decisions.
Understanding, Assessing, and Teaching Reading is a comprehensive, practical, and easy-to-use text that helps teachers gather assessment data in order to make teaching decisions. The demand is greater than ever for teachers who understand why they do what they do in reading assessment. Good teachers must understand factors that affect reading and also assessment techniques they can use to better understand how these factors affect individual readers. Good teachers also ask questions about each student to help select, administer, and interpret the most appropriate assessments. In addition to building teachers&; understanding of the reading assessment process, this text presents a wide variety of reading skills, strategies, and teaching techniques that are appropriate follow-ups to assessments.
The
8th Edition retains the many powerful assessment instruments and techniques that have made the text so widely used. New content includes: a dedicated chapter on assessing and teaching writing (Ch. 13); &;bridge&; features that emphasize how teachers connect understanding-assessment-instruction; and updated children&;s literature recommendations.
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013520240X / 9780135202401 Understanding, Assessing, and Teaching Reading: A Diagnostic Approach with Enhanced Pearson eText -- Access Card Package
Package consists of:
- 0135175550 / 9780135175552 Understanding, Assessing, and Teaching Reading: A Diagnostic Approach
- 0135178541 / 9780135178546 Understanding, Assessing, and Teaching Reading: A Diagnostic Approach, Enhanced Pearson eText -- Access Card
James A. Erekson has been teaching and researching in literacy for over twenty years, with experience in elementary and secondary grades. His work emphasizes the vital role of engagement and motivation in literacy achievement. He is the author of practical texts for educators including, Engaging Minds in Social Studies Classrooms: The Surprising Power of Joy, ASCD, 2014, and co-author of Accessible Assessment: How 9 Sensible Techniques Can Power Data-driven Reading Instruction, Heinemann, 2011.
Michael F. Opitz is professor emeritus of reading education from the University of Northern Colorado and has investigated reading assessment and other literacy topics for over two decades. He is the author of numerous books, articles, and reading programs.
Roland K. Schendel is a former elementary classroom teacher. With twenty years of experience in elementary and secondary education and educational research, he has committed his career to understanding and meeting the learning needs of striving readers and providing professional development to their teachers. He is co-author of
25 Essential Language Arts Strategies to Help Striving Readers Succeed, Scholastic, 2011.
