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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 |
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| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Chichester :
Wiley,
2012.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- 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.
- 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.
- 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.
- 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.
- 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.