How well does assessment inform our reading instruction?

Reading Teacher

Volumn 59, Issue 1, 2005, Pages 84-86

  McKenna, Michael C ^a,b   Walpole, Sharon ^a,c  

^a UNIVERSITY OF VIRGINIA   (United States)

^b Assessment Department   (United States)

^c UNIVERSITY OF DELAWARE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 26444546756     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: 10.1598/RT.59.1.9     Document Type: Review

References (8)

1. Allington, R.L. (Ed.). (2002). Big brother and the national reading curriculum: How ideology trumped evidence. Portsmouth, NH: Heinemann.
2. Florida Center for Reading Research. (2002-2003). Prekindergarten and kindergarten emergent literacy skills assessments. Retrieved March 3, 2005, from http://www.fcrr.org/assessment/index.htm
3. Good, R.H., & Kaminski, R.A. (2002). Dynamic indicators of basic early literacy skills (6th ed.). Retrieved March 3, 2005, from http://dibels.uoregon.edu
4. Invernizzi, M.A., Landrum, T.J., Howell, J.L., & Warley, H.P. (2005). Toward the peaceful coexistence of test developers, policymakers, and teachers in an era of accountability. The Reading Teacher, 58, 610-618.
5. Invernizzi, M., Meier, J., & Juel, C. (2003). Phonological awareness literacy screening (PALS 1-3). Charlottesville, VA: University of Virginia Press.
6. Kame'enui, E.J. (2002). Analysis of reading assessment instruments for K-3. Retrieved March 3, 2005, from http://idea.uoregon.edu/assessment/index.html
7. Taylor, B.M., Pearson, P.D., Clark, K.F., & Walpole, S. (2000). Effective schools and accomplished teachers: Lessons about primary-grade reading instruction in low-income schools. Elementary School Journal, 101, 121-165.
8. Walpole, S., & McKenna, M.C. (2004). The literacy coach's handbook. New York: Guilford.