PREVIOUS  I  TABLE OF CONTENTS

 

TOOLS TO ASSESS DEVELOPMENT IN ESSENTIAL SKILLS 

SELECTED READINGS

 

Afflerbach, P. (2012) Understanding and using reading assessment: K-12 (2nd Ed). Newark, DE: International Reading Association.

Australian Curriculum Assessment and Reporting Authority (ACARA). (2014). English as an Additional Language or Dialect Teacher Resource EAL/D Learning Progression: Foundation to Year 10. Sydney.

Clay, M. M. (2013). An observation survey of early literacy achievement (3rd edition). Portsmouth, NH: Heinemann.

Curriculum Corporation. (1997). ESL Scales. Melbourne: Curriculum Press.

Dickinson, D. K., McCabe, A., & Sprague, K. (2001). Teacher Rating of Oral Language and Literacy (TROLL): A Research-Based Tool. CIERA Report #3-016. Ann Arbor, MI.

Fountas, I. C., & Pinnell, G. S. (2007). The Continuum of Literacy Learning (K-8): Behaviours and Understandings to Notice, Teach and Support. Portsmouth: Heinemann.

Gove, A., & Wetterberg, A. (Eds.). (2011). The Early Grade Reading Assessment: Applications and Interventions. Raleigh, NC: Research Triangle Institute.

Hoffman, J. V., Sailors, M., Duffy, G. R., & Beretvas, S. N. (2004). The effective elementary classroom literacy environment: Examining the validity of the TEX-IN3 observation system. Journal of Literacy Research, 36(3), 303-334.

International Reading Association (2013). Formative assessment: a position statement of the International Reading Association. Newark, DE: IRA.

Justice, L. M. (2006). Evidence-based practice, response to intervention, and the prevention of reading difficulties. Language, Speech, and Hearing Services in Schools, 37(4), 284-297.

Justice, L. M., Mashburn, A., Hamre, B., & Pianta, R. (2008). Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils. Early Childhood Research Quarterly, 23(1), 51–68. doi:10.1016/j.ecresq.2007.09.004

Lesaux, N. K., & Marietta, S. H. (2011). Making assessment matter: Using test results to differentiate reading instruction. New York: Guilford Press.

Leslie, L. & Caldwell, J. S. (2010). Qualitative Reading Inventory (5th edition). Boston: Pearson.

Marinak, B. A., Malloy, J. B., Gambrell, L. B., & Mazzoni, S. A. (2015). Me and My Reading Profile: A Tool for Assessing Early Reading Motivation The Reading Teacher. 69(1), 51-62.

McKenna, M. (2001). Development of reading attitudes. In L. Verhoeven & C. Snow (Eds.), Literacy and motivation: reading engagement in individuals and groups (pp. 135–158). Mahwah, NJ: Lawrence Erlbaum Associates.

Mckenna, M. C., Conradi, K., & Meyer, J. P. (2012). Reading Attitudes of Middle School Students: Results of a U. S. Survey. Reading Research Quarterly, 47(3), 283–306. doi:10.1002/RRQ.021

McKenna, M. C., & Stahl, K. A. D. (2009). Assessment for reading instruction (ebook) (2nd ed.). New York: Guilford Press.

McKenna, M. C., & Stahl, K. A. D. (2015). Assessment for reading instruction (ebook) (3rd ed.). New York: Guilford Press.

Morsy, L., Kieffer, M., & Snow, C. (2010). Measure for Measure: A Critical Consumers’ Guide to Reading Comprehension Assessments for Adolescents. Final Report from Carnegie Corporation of New York’s Council on Advancing Adolescent Literacy. Carnegie Corporation of New York.

Moss, P., Pullin, D., Gee, J. P., Haertel, E., & Young, L (Eds.) (2008), Assessment, equity, and opportunity to learn. Cambridge: Cambridge University Press.

National Child Care Information Center (2004). Early language and literacy observation and assessment tools. Vienna, VA: National Child Care Information Center.

New Zealand Ministry of Education. (2010). The Literacy Learning Progressions: Meeting the Reading and Writing Demands of the Curriculum. Wellington: Learning Media Limited.

NSW Department of Education and Communities. (2011). NSW Literacy Continuum. NSW Department of Education and Training. Retrieved July 26, 2014, from http://www.curriculumsupport.education.nsw.gov.au/literacy/

Nilsson, N. L. (2008), A Critical Analysis of Eight Informal Reading Inventories. The Reading Teacher, 61: 526–536. dos: 10.1598/RT.61.7.2

Paris, S. G. (2010). Problems with Early Reading Tests: Confounded Statistical Analyses and Policy Recommendations. In 36th Annual Conference of the International Association of Educational Assessment. Retrieved from http://www.iaea.info/documents/paper_4d2285cb.pdf

Shanahan, C. (2005). Adolescent Literacy Intervention Programs: Chart and Program Review Guide. Naperville, IL.

Shepard, L. A. (2005). Linking Formative Assessment to Scaffolding. Educational leadership, 63(3), 66-70.

Spear-Swerling, L., & Cheesman, E. (2012). Teachers’ knowledge base for implementing response-to-intervention models in reading. Reading and Writing, 25(7), 1691–1723. doi:10.1007/s11145-011-9338-3

Swanson, E., & Vaughan, S. (2011). Implementing a response to intervention model to improve reading outcomes for all students. In What research has to say about reading instruction (4th ed., pp. 266 – 285). Newark, DE: International Reading Association.

Westberg, L., McShane, S., & Smith, L. (2006). Verizon Life Span Literacy Matrix: Relevant Outcomes, Measures and Research-based Practices and Strategies. Washington D.C.

Wolfersberger, M. E., Reutzel, D. R., Sudweeks, R., & Fawson, P. C. (2004). Developing and validating the Classroom Literacy Environmental Profile (CLEP): A tool for examining the “print richness” of early childhood and elementary classrooms. Journal of Literacy Research, 36(2), 211-272.