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Reading & Reader Passages & Reading & Language Inventory Pkg.
ISBN: 9780131545236 | 013154523X
Edition: 5thFormat: Package
Publisher: Prentice Hall
Pub. Date: 1/1/2005
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For upper level undergraduate and graduate level reading diagnosis, assessment and practicum courses. Appropriate for K-12, ESL, and adult learners.The most comprehensive assessment tool of its kind, this diagnostic battery of tests is easy for busy K-12 teachersto administer and to interpret. The inventory measures both literacy and pre-literacy development and is simple and straight forward to administer. The test battery includes student interest inventories,graded word lists, tests for phonemic awareness and phonics, reader's passages for determining reading and listening levels, measures for oral language, visual and auditory discrimination, and writing and arithmetic subtests. It also provides valid, reliable procedures for individual, in-depth assessment and is easily accessible for English Language Learners. The case studies within this text and ancillary video accompanying this text equip professors with the means to show students how to administer the inventory and identify the struggling student.
| Using the Bader Reading and Langauge Inventory | |
| Introduction | |
| Assessment Model | |
| Content of the Inventory | |
| Administering the Inventory | |
| Preparation for Using the Inventory | |
| Testing Sequences: Flowcharts | |
| Getting Optimum Results from Testing | |
| Summarizing the Assessment Data | |
| Test Battery | |
| ... MORE | |
| Student Priorities I | |
| Student Reading Interests | |
| Student Priorities II | |
| Unfinished Sentences | |
| English Language Learning | |
| English Language Learning (ELL) Quick Start | |
| English Language Learning (ELL) Checklist | |
| Graded Word Recognition Lists | |
| Graded Word Lists | |
| Adult Thematic Listsusing Graded Reader Passages | |
| Graded Bader Passages | |
| Reading and Listening Levels | |
| Determining a Starting Point | |
| Oral Reading | |
| Qualitative Analysis | |
| Qualitative Analysis and Instruction | |
| Silent Reading and Listening Comprehension | |
| Interpreting and Summarizing the Results of the Graded Passages | |
| Differences in Word List and Passages Performance | |
| Determining Instructional Levels | |
| Graded Passages | |
| Phonemic Awareness | |
| Rhyme Recognition | |
| Initial Phoneme Recognition | |
| Phonemic Manipulation | |
| Blending | |
| Segmenting | |
| Letter Knowledge | |
| Letter Recognition | |
| Letter Identification | |
| Letter Writing | |
| Hearing Letter Names in Words | |
| Phonics and Structural Analysis Tests | |
| Phonics Test | |
| Structural Analysis | |
| Structural Analysis | |
| Spelling Tests | |
| Administration | |
| Interpretation | |
| Summarizing Student Spelling Performance | |
| cognitive Development as a Basis for Selecting a Remedial Reading Approach | |
| Diagnostic Spelling Tests | |
| Summary of Spelling Performance | |
| Visual and Auditory Discrimination | |
| Visual Discrimination Tests | |
| Auditory Discrimination Tests | |
| Preliteracy and Emerging Literay Assessment | |
| Literacy Awareness: Assessment of Beginning Concepts About Print | |
| Literacy Concepts-Interview I | |
| Litercy Concepts-Interview II | |
| Syntax (Word) Matching | |
| Snytax Matching Tests | |
| Semantic and Syntactic Evaluation: Cloze Tests | |
| Cloze Test for Beginning Readers (Cloze I) | |
| Semantic Cloze Test (Cloze II) | |
| Semantic Cloze Test (Cloze III) | |
| Semantic Cloze Test (Cloze IV) | |
| Preliteracy/Emergent Literacy Assessment Record | |
| Oral Language Assessment | |
| Evaluation of Expression | |
| Oral Language Expression Checklist | |
| Evaluation of Oral Language Reception | |
| Writing Evaluation | |
| Handwriting: Writing Letters | |
| Handwriting: Writing Words | |
| Near- and Far-Point Copying | |
| Writing from Dictation | |
| Expressing Ideas in Writing | |
| Written Language Expression: Children | |
| Writing Scale: Adults | |
| Arithmetic Test | |
| Purpose | |
| Administration | |
| Scoring and Interpretation | |
| Arithmetic Test | |
| Open-Book Reading Assessments | |
| Description | |
| Purposes | |
| Construction | |
| Administration | |
| Scoring | |
| Analysis | |
| Recording, Summarizing, Interpreting | |
| Background Information: K-12 | |
| Child's Home Informationk-12 Summary | |
| Adult Intake Information | |
| Adult-Level Summary | |
| The Adult Life-Role Port | |
| Foliousing Standards Documents in Port | |
| Folioscase Study: Jackie | |
| Getting Started | |
| Home and Family Resources | |
| Ruling Out Problems and Developing a Diagnostic Plan | |
| Analyzing Reading Abilities | |
| Finding Specific Needs | |
| Summarizing the Findings; Making Recommendations | |
| Case Analysis | |
| Referrals: Case Excerpts | |
| Development of the Inventory: Validity and Reliability | |
| The Graded Word Lists | |
| The Graded Reading Passages | |
| Other Inventory Subtests and Checklists | |
| Workbook Tip the Cat O | |
| Table of Contents provided by Publisher. All Rights Reserved. |
