9780131135604

This is the only comprehensive reading inventory on the market to assess the "Big Five" components of reading instruction as identified by the National Reading Panel: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Derived from the Flynt/Cooter Classroom Reading Inventory, this informal classroom inventory offers teachers of preschool through Grade 12 the simple, straightforward miscue analysis method for assessing their students' level of competency in reading comprehension and fluency.In addition this text provides easily administered assessment tools for discerning students' development in phonemic awareness, phonics, and vocabulary. Additional materials are provided to help teachers to assess students' whose first language is Spanish and students who have special needs. A resource CD and an Audio case study CD are included with every copy.

Dr. Robert B. Cooter, Jr. holds the position Distinguished Professor of Urban Literacy Research at The University of Memphis. In March of 2006, Robert Cooter and Dr. J. Helen Perkins, also of The University of Memphis, were selected by the International Reading Association to be the next editors of The Reading Teacher, the largest literacy education journal in the world. His primary research focus pertains to research-based reading instruction for children living at the poverty level.

Professor Cooter founded The Memphis Literacy Academy, an outreach program in Memphis City Schools dedicated to raising the expertise and of hundreds of inner-city teachers of reading, and is also co-principal investigator for the Memphis Striving Readers Program (grades 6-9 content areas), a $16 million middle school literacy research project in Memphis City Schools funded under a major grant by the U.S. Department of Education for 2006-2011.

Dr. Cooter formerly served as the first “Reading Czar” (associate superintendent) for the Dallas Independent School District (TX) and engineered the district’s highly acclaimed Dallas Reading Plan involving the training of approximately 3,000 teachers in “comprehensive literacy instruction.” In March of 1998, Cooter was recognized as a “Texas State Champion for Reading” by then-Governor George W. Bush and First Lady Laura Bush as a result of the successes of the Dallas initiative.

Cooter has authored or co-authored nearly 100 journal articles and some 19 books in reading education. His books include the best-selling Teaching Children to Read: Putting the Pieces Together (Merrill/Prentice Hall), an evidence-based reading (SBRR) text currently used at over 200 universities; Strategies for Reading Assessment and Instruction: Helping Every Child Succeed (Merrill/Prentice Hall) which is at present the top text in reading assessment in the U.S., Perspectives on Rescuing Urban Literacy Education: Spies, Saboteurs, & Saints (Lawrence Erlbaum Associates), The Flynt/Cooter Reading Inventory for the Classroom (Merrill/Prentice-Hall), and The Comprehensive Reading Inventory (Merrill/Prentice Hall), a new norm-referenced reading assessment tool to be published in fall 2006.

A native of Nashville, Tennessee, Bob lives in Memphis with his wife, Dr. Kathleen Spencer Cooter, a popular Special Education and school leadership professor, author, and researcher at The University of Memphis.

Contents
Instructions for Using the Comprehensive
Reading
Inventory	p. 1
Introduction to the Comprehensive Reading Inventory	p. 2
Reading Assessment: A Comprehensive Perspective	p. 2
Scientifically Based Reading Research and Assessment	p. 2
The "Big Five" SBRR Assessment Areas	p. 2
How Does the CRI Assess Each of the Big Five Areas of Reading?	p. 5
Reliability and Validity: Technical Development of the CRI	p. 5
Methodology	p. 6
Results	p. 6
Summary and Conclusion	p. 14
Special Education, Title I, and 504 Settings	p. 14
Special Education	p. 15
Title I	p. 15
Section 504	p. 15
English Language Learners: Meeting the Needs of Bilingual and ESL Teachers	p. 15
How to Administer and Score the CRI	p. 16
Recommended Procedures: The CRI Assessment Process	p. 16
Using the Instructional DVD to Get Acquainted with the CRI	p. 16
Comprehensive Reading Inventory Assessment Tools	p. 16
Reading Comprehension, Fluency, and Oral Reading Assessments	p. 19
Graded Sentences for Initial Passage Selection	p. 19
The Preprimer (PP) and Primer (P) Passages	p. 19
Reading Passages: Narrative and Expository (Forms A-D)	p. 21
Instructions for Administering the Form E Passages (Grades 10-12)	p. 29
Completing the Student Summary Form	p. 30
The Student Summary Formfor Regular Classroom Settings	p. 30
The Student Summary Formfor Special Education, Title I, and Section 504 Settings	p. 31
Instructions for Using the Espantilde;ol Reading Inventory Included on the CRI CD	p. 57
First Interventions: Translating Assessment Data into Classroom Lesson Plans	p. 57
If-Then Thinking	p. 61
Getting Started	p. 65
Comprehensive
Reading
Inventory Assessment Tools	p. 67
Interest Inventory	p. 68
Reading Attitude Survey-Elementary Grades (K-5)	p. 68
Alphabetics Assessments	p. 75
Phonemic Awareness Tests (PAT)	p. 75
Letter Naming Test (LNT)	p. 95
Phonics Quick Test (PQT)	p. 99
Vocabulary Assessments	p. 104
References	p. 106
The Comprehensive
Reading
Inventory (CRI)	p. 109
Form A
Sentences for Initial Passage Selection	p. 111
Narrative Passages	p. 115
Level PP: The Accident	p. 116
Level P: Let's Go Swimming	p. 118
Level 1: You Cannot Fly!	p. 120
Level 2
Table of Contents provided by Publisher. All Rights Reserved.

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Comprehensive Reading Inventory : Measuring Reading Development in Regular and Special Education Classrooms

Comprehensive Reading Inventory : Measuring Reading Development in Regular and Special Education Classrooms

0131135600

Summary

Author Biography

Table of Contents

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