Incluye referencias bibliográficas al final de cada capítulo, e índice.

Section one: Foundations of reading assessment

Effective instruction begins with purposeful assessment / Charlene Cobb. p. 20-22.

Literacy assessment reform: shifting beliefs, principled possibilities and emerging practices / Robert J. Tierney. p. 23-40.

Early literacy assessment-thoughful, sensible and good / Kathleen Roskos. p. 41-45.

Section two: Equity and diversity in reading assesment

More equitable literacy assessment for latino students / Robert T. Jiménez. p. 49-51.

Equity and performance-based assessment: an insider's view / Marshá Taylor DeLain. p. 52-55.

International assessments of reading literacy / Gerry Shiel ; Judith Cosgrove. p. 56-60.

The evils of the use of IQ tests to define learning disabilities in first-and second-language learners / Lee Gunderson : Linda S. Siegel. p. 61-70.

Section three: Gaining perspective

Assessment conversations / Peter Johnston. p. 74- 76.

Reconciling polarity: toward a responsive model of evaluating literacy performance / Kathleen A. Hinchman ; Pamela A. Michel. p. 77-86.

Three paradigms of assessment: measurement, procedure and inquiry / Frank Serafini. p. 87-97.

Changing attitudes on assessment / Bonita L. Wilcox. p. 98-102.

Section 4. Negotiating the influence of high-stakes testing

Testing a Texas mama / Loraine H. Phillips. p. 106-107.

High-stakes testing in reading: today in Texas, tomorrow? / James V. Hoffman ; Lori Czop ; Scott G. Paris. p. 108-120.

Section five: The assessment-instruction-assessment cycle

Noticing and responding to learners: literacy evaluation and instruction in the primary grades / Karen R. West.

Focused anecdotal records assessment: a tool for standards-based, authentic assesment / Paul Boyd-Batstone. p. 169-179.

Reading with amy: teaching and learning through reading conferences / Sharon Ruth Gill. p. 180-189.

FAQs about IRIs / Scott G. Paris ; Robert D. Carpenter. p. 190-193.

Measuring children's reading development using leveled texts / Scott G. Paris. p. 194-198.

Miscue analysis in the classroom / Lynn K. Rhodes ; Nancy L. Shanklin. p. 199-202.

Nathan : A case study in reader response and retrospective miscue analysis / Rita A. Moore ; Karen L. Brantingham. p. 203-212.

Section six: Involving students in assessment

Diagnostic-reflective portfolios / Ann M. Courtney ; Theresa L. Abodeeb. p. 215-222.

We can charts : building blocks for students-led conferences / JoAnn V. Cleland. p. 223-230.

Student-generated rubrics : bringing students into the assessment process / Mary Jo Skillings ; Robbin Ferrell. p. 231-237.

Performance assessments in reading and language arts / John T. Guthrie ; Peggy Van Meter ; Ann Mitchell. p. 238-246.

Section seven: formal ssessment tools

Teacher rating of oral language and literacy (Troll) : individualizing early literacy instruction with a standards-based rating tool / David K. Dickinson ; Allyssa McCabe ; Kim Sprague. p. 250-261.

A test for assessing phonemic awareness in young children / Hallie Kay Yopp. p. 262-271.

Teacher rating of oral language and literacy (Troll) : individualizing early literacy instruction with a standards-based rating tool / David K. Dickinson ; Allyssa McCabe ; Kim Sprague. p. 250-261.

A test for assessing phonemic awareness in young children / Hallie Kay Yopp. p. 262-271.

Tile test : a hands-on approuch for assessing phonics in the early grades / Kimberly A. Norman ; Robert C. Calfee. p. 272-283.

Measuring attitude toward reading : a new tool for teachers / Michael C. McKenna ; Dennis J. Kear. p. 284-298.

The reader self-perception scale (RSPS) : a new tool for measuring how children feel about themselves as readers / William A. Henk ; Steven A. Melnick. p. 299-312.