| 000 | 05297nam0a22007210a04500 | ||
|---|---|---|---|
| 001 | 000146762 | ||
| 005 | 20211020173036.0 | ||
| 008 | s2005 nju fnx000 000 0neng d | ||
| 020 | _a9780872075726 | ||
| 035 | _a2007002901 | ||
| 040 | _aAR-MoUNM | ||
| 082 | 0 |
_220 _a420.484 _bREADING 287 |
|
| 245 | 0 | 0 |
_aReading assessment : _bprinciples and practices for elementary teachers / _cedición, Shelby J. Barrentine ; Sandra M. Stokes. |
| 250 | _a2a ed. | ||
| 260 |
_aNewark : _bInternational Reading Association, _c2005. |
||
| 300 |
_a322 p. : _bil., tablas ; _c26 cm. |
||
| 490 | 0 | _a(A collection of articles from the reading teacher) | |
| 504 | _aIncluye referencias bibliográficas al final de cada capítulo, e índice. | ||
| 505 | 0 | _tSection one: Foundations of reading assessment | |
| 505 | 0 |
_tEffective instruction begins with purposeful assessment / _rCharlene Cobb. _gp. 20-22. |
|
| 505 | 0 |
_tLiteracy assessment reform: shifting beliefs, principled possibilities and emerging practices / _rRobert J. Tierney. _gp. 23-40. |
|
| 505 | 0 |
_tEarly literacy assessment-thoughful, sensible and good / _rKathleen Roskos. _gp. 41-45. |
|
| 505 | 0 | _tSection two: Equity and diversity in reading assesment | |
| 505 | 0 |
_tMore equitable literacy assessment for latino students / _rRobert T. Jiménez. _gp. 49-51. |
|
| 505 | 0 |
_tEquity and performance-based assessment: an insider's view / _rMarshá Taylor DeLain. _gp. 52-55. |
|
| 505 | 0 |
_tInternational assessments of reading literacy / _rGerry Shiel ; Judith Cosgrove. _gp. 56-60. |
|
| 505 | 0 |
_tThe evils of the use of IQ tests to define learning disabilities in first-and second-language learners / _rLee Gunderson : Linda S. Siegel. _gp. 61-70. |
|
| 505 | 0 | _tSection three: Gaining perspective | |
| 505 | 0 |
_tAssessment conversations / _rPeter Johnston. _gp. 74- 76. |
|
| 505 | 0 |
_tReconciling polarity: toward a responsive model of evaluating literacy performance / _rKathleen A. Hinchman ; Pamela A. Michel. _gp. 77-86. |
|
| 505 | 0 |
_tThree paradigms of assessment: measurement, procedure and inquiry / _rFrank Serafini. _gp. 87-97. |
|
| 505 | 0 |
_tChanging attitudes on assessment / _rBonita L. Wilcox. _gp. 98-102. |
|
| 505 | 0 | _tSection 4. Negotiating the influence of high-stakes testing | |
| 505 | 0 |
_tTesting a Texas mama / _rLoraine H. Phillips. _gp. 106-107. |
|
| 505 | 0 |
_tHigh-stakes testing in reading: today in Texas, tomorrow? / _rJames V. Hoffman ; Lori Czop ; Scott G. Paris. _gp. 108-120. |
|
| 505 | 0 | _tSection five: The assessment-instruction-assessment cycle | |
| 505 | 0 |
_tNoticing and responding to learners: literacy evaluation and instruction in the primary grades / _rKaren R. West. |
|
| 505 | 0 |
_tFocused anecdotal records assessment: a tool for standards-based, authentic assesment / _rPaul Boyd-Batstone. _gp. 169-179. |
|
| 505 | 0 |
_tReading with amy: teaching and learning through reading conferences / _rSharon Ruth Gill. _gp. 180-189. |
|
| 505 | 0 |
_tFAQs about IRIs / _rScott G. Paris ; Robert D. Carpenter. _gp. 190-193. |
|
| 505 | 0 |
_tMeasuring children's reading development using leveled texts / _rScott G. Paris. _gp. 194-198. |
|
| 505 | 0 |
_tMiscue analysis in the classroom / _rLynn K. Rhodes ; Nancy L. Shanklin. _gp. 199-202. |
|
| 505 | 0 |
_tNathan : A case study in reader response and retrospective miscue analysis / _rRita A. Moore ; Karen L. Brantingham. _gp. 203-212. |
|
| 505 | 0 | _tSection six: Involving students in assessment | |
| 505 | 0 |
_tDiagnostic-reflective portfolios / _rAnn M. Courtney ; Theresa L. Abodeeb. _gp. 215-222. |
|
| 505 | 0 |
_tWe can charts : building blocks for students-led conferences / _rJoAnn V. Cleland. _gp. 223-230. |
|
| 505 | 0 |
_tStudent-generated rubrics : bringing students into the assessment process / _rMary Jo Skillings ; Robbin Ferrell. _gp. 231-237. |
|
| 505 | 0 |
_tPerformance assessments in reading and language arts / _rJohn T. Guthrie ; Peggy Van Meter ; Ann Mitchell. _gp. 238-246. |
|
| 505 | 0 | _tSection seven: formal ssessment tools | |
| 505 | 0 |
_tTeacher rating of oral language and literacy (Troll) : individualizing early literacy instruction with a standards-based rating tool / _rDavid K. Dickinson ; Allyssa McCabe ; Kim Sprague. _gp. 250-261. |
|
| 505 | 0 |
_tA test for assessing phonemic awareness in young children / _rHallie Kay Yopp. _gp. 262-271. |
|
| 505 | 0 |
_tTeacher rating of oral language and literacy (Troll) : individualizing early literacy instruction with a standards-based rating tool / _rDavid K. Dickinson ; Allyssa McCabe ; Kim Sprague. _gp. 250-261. |
|
| 505 | 0 |
_tA test for assessing phonemic awareness in young children / _rHallie Kay Yopp. _gp. 262-271. |
|
| 505 | 0 |
_tTile test : a hands-on approuch for assessing phonics in the early grades / _rKimberly A. Norman ; Robert C. Calfee. _gp. 272-283. |
|
| 505 | 0 |
_tMeasuring attitude toward reading : a new tool for teachers / _rMichael C. McKenna ; Dennis J. Kear. _gp. 284-298. |
|
| 505 | 0 |
_tThe reader self-perception scale (RSPS) : a new tool for measuring how children feel about themselves as readers / _rWilliam A. Henk ; Steven A. Melnick. _gp. 299-312. |
|
| 650 | 7 |
_2unescot _aLINGUISTICA _9720 |
|
| 650 | 7 |
_2unescot _aLECTURA _9830 |
|
| 650 | 7 |
_2unescot _aINGLES _9779 |
|
| 700 | 1 |
_aBarrentine, Shelby J. _eed. _920756 |
|
| 700 | 1 |
_aStokes, Sandra M. _eed. _920757 |
|
| 942 |
_cLIBRO _6_ |
||
| 999 |
_c16437 _d16438 |
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