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Contents
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Table of Contents
    Part One: Teacher-Made Assessment and Evaluation Tools or Strategies
    Analytic Trait Writing Assessment
    Anecdotal Records
    Assessing Background Knowledge
    Assessing Metacomprehension
    Attitude Assessment
    Book Handling Tasks
    Cloze Procedure
    Developmental Checklists in Reading
    Developmental Checklists in Writing
    Dialogue Journals
    Holistic Scoring of Writing
    Interest Inventories
    Interviews
    K-W-L Strategy
    Parent Questionnaires
    Portfolio Assessment
    Print Awareness Test
    Reading Conferences
    Retellings
    Retrospective Miscue Analysis
    Running Records
    Student Self-Evaluation
    Think Alouds
    Writing Conferences

    Part Two: Published Assessment and Evaluation Tools
    Analytical Reading Inventory, 2/E, Woods & Moe
    Bader Reading and Language Inventory, Bader
    Burns/Roe Informal Reading Inventory, 6/E, Roe
    Classroom Reading Inventory, 10/E, Silvaroli
    Comprehensive Test of Phonological Processing, Warner, Torgesen & Rashotte
    The Critical Reading Inventory, Applegate, Quinn & Applegate
    Degrees of Reading Power, Touchstone Applied Science Associates
    Developmental Reading Assessment, Beaver & Carter
    Diagnostic Assessment of Reading, Roswell & Chall
    Dynamic Indicators of Basic Early Literacy Skills (DIBELS), 6/E, Good & Kaminski
    Ekwall/Shanker Reading Inventory, 4/E, Shanker & Ekwall
    Expressive Vocabulary Test, Williams
    First Steps Reading Map of Development and Resource Book, STEPS Professional Development and Consulting
    Gates-MacGinitie Reading Tests
    Group Reading Assessment and Diagnostic Evaluation (GRADE), Williams
    Gray Oral Reading Tests-4, Wiederholt & Bryant
    Language Assessment Scales Reading/Writing, 2/E, Duncan & DeAvila
    Metacomprehension Strategy Index, Schmitt
    Motivation to Read Profile, Gambrell, Palmer, Codling & Mazzoni
    An Observation Survey of Early Literacy Achievement, 2/E, Clay
    Peabody Picture Vocabulary Test-III, Dunn & Dunn
    The Proficient Reader Record, Mulduar
    Qualitative Reading Inventory-3, Leslie & Caldwell
    The Reader Self-Perception Scale, Henk & Melnick
    Reading Miscue Inventory, 2/E, Goodman, Watson & Burke
    Reading Inventory for the Classroom, 5/E, Flynt & Cooter
    Stanford Diagnostic Reading Test, 4/E, Karlsen & Gardner
    The Stieglitz Informal Reading Inventory, 3/E, Stieglitz
    Test of Early Reading Ability-3, Reid, Hresko & Hammill
    Test of Phonological Awareness, Torgesen & Bryant
    Test of Reading Comprehension-3, Brown, Hammill & Wiederholt
    Test of Written Language-3, Hammill & Larsen
    Woodcock Reading Mastery Tests-Revised, Woodcock
    Writer Self-Perception Scale, Bottomley, Henk & Melnick

    Part III: Managing Assessment and Evaluation Data
    Classroom Data Management Suggestions
    Computer-Based Data Management Suggestions
    Appendix A: Checklists
    Appendix B: Key Learning Outcomes for Writing
    Appendix C: Comprehension Learning Guide
    Glossary / Index / About the Author



New 2006! Just Published! A new edition of Bill Harp’s widely popular, bestselling resource!
The Handbook of Literacy Assessment and Evaluation,
Third Edition

Bill Harp, University of Massachusetts, Lowell

Here’s just what so many of the Handbook’s enthusiasts have been waiting for — a new edition of the bestselling resource that arms you with ready-to-use assessment and evaluation tools that really work! Classroom teachers, reading specialists, and administrators alike will find this new edition incredibly useful. It includes 24 teacher-made and 34 published assessment and evaluation tools in reading and writing instruction — including nine tools new to this edition. plus revisions and updates of the most popular ones that have appeared in earlier editions.

The first section of the book reviews tools that are teacher-made. These are either actual assessment devices or strategies that teachers use to collect data that informs instruction. In the second section, published assessment and evaluation tools are reviewed, complete with "Where do I get more information" sections and bibliographic information on references cited in the review.

Also New to this Edition: Bill Harp has added a final section that includes suggestions for organizing and managing assessment and evaluation data, and a brief review of some computer-based assessment and evaluation systems.

You will find the Conceptual Table of Contents extremely useful. Classroom teachers and reading specialists are always looking for ways to track the progress of literacy learners. Both good teaching and No Child Left Behind dictate that teachers have in-depth knowledge about their learners' progress. The Conceptual Table of Contents will help you select tools that target specific areas of the literacy curriculum. Tools are categorized by type or focus to guide you quickly to the once that will best meet your assessment and evaluation needs.

2006 Just Published! Paperbound 432pp ISBN: 1-929024-89-4 Order #726B $67.95


BRINGING CHILDREN TO LITERACY:
Classrooms at Work

Bill Harp, Editor
1993 Paperbound 232pp ISBN 0-926842-29-3 (K-6) Order #302 $14.95

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