Assessment for reading instruction PDF
Preview Assessment for reading instruction
ebook THE GUILFORD PRESS Assessment for reAding instruction Selected Works by the Authors Cracking the Common Core: Choosing and Using Texts in Grades 6–12 William E. Lewis, Sharon Walpole, and Michael C. McKenna Developing Reading Comprehension: Effective Instruction for All Students in PreK–2 Katherine A. Dougherty Stahl and Georgia Earnest García Differentiated Reading Instruction in Grades 4 and 5: Strategies and Resources Sharon Walpole, Michael C. McKenna, and Zoi A. Philippakos The Literacy Coach’s Handbook, Second Edition: A Guide to Research- Based Practice Sharon Walpole and Michael C. McKenna Reading Assessment in an RTI Framework Katherine A. Dougherty Stahl and Michael C. McKenna Reading Research at Work: Foundations of Effective Practice Edited by Katherine A. Dougherty Stahl and Michael C. McKenna Assessment for Reading Instruction third e dition michael c. mcKenna Katherine A. dougherty stahl THE GUILFORD PRESS New York London © 2015 The Guilford Press A Division of Guilford Publications, Inc. 370 Seventh Avenue, Suite 1200, New York, NY 10001 www.guilford.com All rights reserved Except as indicated, no part of this book may be reproduced, translated, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the publisher. Printed in the United States of America This book is printed on acid-free paper. Last digit is print number: 9 8 7 6 5 4 3 2 1 LIMITED PHOTOCOPY LICENSE These materials are intended for use only by qualified professionals. The publisher grants to individual purchasers of this book nonassignable permission to reproduce all materials for which photocopying permission is specifically granted in a footnote. This license is limited to you, the individual purchaser, for personal use or use with individual students. This license does not grant the right to reproduce these materials for resale, redistribution, electronic display, or any other purposes (including but not limited to books, pamphlets, articles, video- or audiotapes, blogs, file- sharing sites, Internet or intranet sites, and handouts or slides for lectures, workshops, or webinars, whether or not a fee is charged). Permission to reproduce these materials for these and any other purposes must be obtained in writing from the Permissions Department of Guilford Publications. Library of Congress Cataloging-in-Publication Data McKenna, Michael C. Assessment for reading instruction / Michael C. McKenna, Katherine A. Dougherty Stahl. — Third edition. pages cm Includes bibliographical references and index. ISBN 978-1-4625-2104-3 1. Reading— Ability testing. 2. Reading. I. Stahl, Katherine A. Dougherty. II. Title. LB1050.46.M35 2015 372.48—dc23 2015001052 About the Authors Michael C. McKenna, PhD, is Thomas G. Jewell Professor of Reading at the University of Virginia. He has authored, coauthored, or edited 23 books and more than 100 articles, chapters, and technical reports on a range of literacy topics. His research has been spon- sored by the National Reading Research Center and the Center for the Improvement of Early Reading Achievement. Dr. McKenna is a corecipient of the Literacy Research Association’s Edward Fry Book Award and the American Library Association’s Award for Outstanding Academic Books. His research interests include reading assessment, com- prehension in content settings, reading attitudes, technology applications, and beginning reading. Katherine A. Dougherty Stahl, EdD, is Clinical Associate Professor of Reading at New York University, where she serves as Director of the Literacy Program and teaches grad- uate courses. In addition to teaching in public elementary school classrooms for over 25 years, Dr. Stahl has extensive experience working with struggling readers in clinical settings. Her research focuses on reading acquisition, struggling readers, and compre- hension, and she has published widely on these and other topics. She is a recipient of the Jeanne Chall Visiting Researcher Award from Harvard University and the Teaching Excellence Award from the Steinhardt School of Culture, Education, and Human Devel- opment at New York University. v Preface This third edition of Assessment for Reading Instruction appears more than 6 years after the second edition was published. During that time, a number of important developments have made it essential to revise and expand the book. the importAnce of response to intervention One development has been the increasing prominence of response to intervention (RTI). In order to assist educators in their efforts to implement a system that is both functional and practical, we published a companion book, Reading Assessment in an RTI Frame- work (Stahl & McKenna, 2013). In it we describe how key assessments can be used to propel an effective RTI system. As we wrote, we critically examined the informal instru- ments included in the second edition. In this new edition, we consequently discarded several and put new or revised assessments in their place. The result is a two-book com- bination that we feel will serve the needs of educators who are dedicated to making RTI work. The assessments included in the third edition dovetail better than ever with the three tiers of RTI. common core stAte stAndArds A second major development has been the Common Core State Standards (CCSS). Their arrival has led to major changes in the way reading is assessed on high- stakes tests. Even in nonadopting states, a ripple effect has led to significant changes in how reading profi- ciency is evaluated. As we planned the third edition, it was clear that these changes had vii viii Preface to be addressed, particularly in the area of comprehension. You will not find a separate section on the Common Core, however. Connections to the CCSS are made throughout the third edition. vocAbulAry A third development has been the growing realization of the need to assess vocabulary. Though hampered by a history of problems, valid vocabulary assessment is nevertheless within our grasp, and the new assessments related to the Common Core make it essential that we approach the problem effectively. Consequently, we have added a new chapter devoted solely to vocabulary. We designed it to acquaint teachers with the issues involved and equip them with an array of useful informal approaches. AdditionAl chAnges Even in a time of rapid change, of course, we knew it was essential to retain elements of the second edition that had worked well for teachers. Our extensive work in schools has given us many insights into what to keep and what to change. It will come as no sur- prise that the cognitive model of reading assessment continues to anchor the entire book. More than ever before, this framework has been instrumental in planning differentiated instruction and interventions. Using the cognitive model to organize our planning, we’ve made a number of other key changes and additions that we believe will make the third edition more useful as an assessment toolkit. Chief among these are the following: • Clear links from key assessments back to the cognitive model. • New affective assessments, including the Motivation to Read Profile— Revised, and the nationally normed Survey of Adolescent Reading Attitudes. • The Informal Decoding Inventory, a companion assessment to the Informal Pho- nics Inventory. • A refined phonological awareness assessment. • More instructional approaches in every area. It is our hope that these changes have produced a new edition that is more practical, more targeted, and more comprehensive than before.
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