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Reading Assessment : Linking Language, Literacy, and Cognition.
A groundbreaking integrated approach to reading assessment that addresses each child's unique Learning Profile Fifteen to twenty percent of our nation's children have reading difficulties. Educational evalua-tors must be able to use progress monitoring and diagnostic tools effectively to i...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Chichester :
Wiley,
2012.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 001 | EBOOKCENTRAL_ocn815648941 | ||
| 003 | OCoLC | ||
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| 008 | 121018s2012 xx o 000 0 eng d | ||
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| 020 | |z 9780470873939 (pbk.) | ||
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| 082 | 0 | 4 | |a 372.48 |
| 084 | |a PSY012000 |2 bisacsh | ||
| 049 | |a UAMI | ||
| 100 | 1 | |a Farrall, Melissa Lee. | |
| 245 | 1 | 0 | |a Reading Assessment : |b Linking Language, Literacy, and Cognition. |
| 260 | |a Chichester : |b Wiley, |c 2012. | ||
| 300 | |a 1 online resource (410 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a A groundbreaking integrated approach to reading assessment that addresses each child's unique Learning Profile Fifteen to twenty percent of our nation's children have reading difficulties. Educational evalua-tors must be able to use progress monitoring and diagnostic tools effectively to identify students who may be at risk, evaluate the effectiveness of school-wide reading programs, and suggest interventions that will improve reading skills. Written from a strengths-based perspective, Reading Assessment: Linking Language, Literacy, and Cognition is the first book of its kind to present a r. | ||
| 505 | 0 | |a Reading Assessment; Contents; Acknowledgments; Chapter 1 Introduction; A Field Under Assault; Integrated Approach; The Text; Survey of Knowledge: Assessment and Reading; Chapter 2 Reading Theory and Stages of Reading Acquisition; Introduction; Philosophical Underpinnings: Nature Versus Nurture; John Locke; Jean-Jacques Rousseau; Empiricism and B.F. Skinner; Inside the Black Box; Cognitive Revolution; Noam Chomsky; Jean Piaget; Lev Vygotsky; David Elkind: The Hurried Child; Legacy to Education; Whole Language Movement; John Dewey; Edmund Burke Huey; Developmental Approach; Frank Smith. | |
| 505 | 8 | |a Three-Cueing SystemRebuttal; The Code Perspective; Simple View of Reading; Hollis S. Scarborough's Rope Model; McKenna and Stahl's Modified Cognitive Model; Models of Reading Acquisition; Jeanne Chall and the Stages of Reading Development; Linnea Ehri: Spelling Development and Reading Acquisition; Spear-Swerling and Sternberg: Readers Off Track; Conclusion; Review Questions; Chapter 3 Oral Language; Introduction; The Language of Language; Language Acquisition; LAD and LASS; Social Interactionism; Language Development Beyond Experience; Critical Periods in Language Acquisition. | |
| 505 | 8 | |a Stages of Language DevelopmentInfants and Speech; One-Word Stage; Putting Words Together: Beginning of Syntax; Mean Length of Utterance; Preschool Years; Language and the School-Age Child; Communications Disorders; Articulation and Phonological Disorders; Voice Disorders; Fluency Disorders; Language Disorders; Special Education Identification; Conclusion; Review Questions; Chapter 4 Linguistic and Cultural Diversity; Introduction; Poverty; Variation in Language; Dialects and Accents; Language Differences and Language Disorders; Bilingualism and Second Language Acquisition. | |
| 505 | 8 | |a Diversity Among English-Language LearnersDual-Language Learners; Second Language Acquisition and Reading; Basic Interpersonal Communication Skills and Cognitive Academic Language Proficiency; What It Takes to Acquire a Second Language; Bilingual Benefits; Reading Instruction for Bilingual Learners; Phonological Awareness in English-Language Learners; Issues Related to Assessment and Instruction; Assessment of English-Language Learners; Working With Interpreters; Using Standardized Tests; Best Practice in Assessment; Recommendations; Conclusion; Review Questions. | |
| 505 | 8 | |a Chapter 5 Statistics and Test DevelopmentIntroduction; Criterion-Referenced and Norm-Referenced Tests; Criterion-Referenced Tests; Norm-Referenced Tests; Scoring Systems; Standard Scores; Percentile Ranks; Age and Grade Equivalents; Age Norms and Grade Norms; Floor and Ceiling Effects of Tests; Test Development; Reliability; Validity; Test Selection; Conclusion; Review Questions; Chapter 6 Test Administration and Report Writing; Introduction; Informed Assessment; Referral Questions: Teacher, Student, and Parent Concerns; Background History and Previous Testing; Hearing and Vision. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Cognition in children. | |
| 650 | 0 | |a Educational tests and measurements. | |
| 650 | 0 | |a Reading |x Ability testing. | |
| 650 | 0 | |a Reading, Psychology of. | |
| 650 | 6 | |a Cognition chez l'enfant. | |
| 650 | 6 | |a Tests et mesures en éducation. | |
| 650 | 6 | |a Lecture |x Tests d'aptitude. | |
| 650 | 6 | |a Lecture |x Psychologie. | |
| 650 | 7 | |a Cognition in children |2 fast | |
| 650 | 7 | |a Educational tests and measurements |2 fast | |
| 650 | 7 | |a Reading |x Ability testing |2 fast | |
| 650 | 7 | |a Reading, Psychology of |2 fast | |
| 776 | 0 | 8 | |i Print version: |z 9780470873939 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=827151 |z Texto completo |
| 938 | |a EBL - Ebook Library |b EBLB |n EBL827151 | ||
| 938 | |a YBP Library Services |b YANK |n 7652109 | ||
| 938 | |a Askews and Holts Library Services |b ASKH |n AH21631343 | ||
| 994 | |a 92 |b IZTAP | ||