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Reading Assessment in an RTI Framework

by Katherine A. Dougherty Stahl & Michael C. McKenna
Pub Date:
10/2012
ISBN:
9781462508464
Format:
Ebk 164 pages
Price:
AU$57.99 NZ$60.86
Product Status: Available
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From leading experts, this indispensable resource presents a practical model for conducting reading assessments for screening, diagnosis, and progress monitoring in each of the three tiers of response to intervention (RTI). K-8 teachers and school personnel are guided to use norm-referenced, informal, and curriculum-based measures to assess key components of reading development and make informed choices about instruction. The book describes how to survey existing assessment practices in a school and craft a systematic plan for improvement; reproducible tools include a 10-page RTI Assessment Audit that can be downloaded and printed in a convenient 8 1/2' x 11' size. See also Assessment for Reading Instruction, Second Edition, which explains the fundamentals of assessment and provides essential hands-on tools.

1. Assessments in an RTI System
2. Assessing Reading Development
3. Conducting a School Assessment Audit
4. Assessments in Tier 1: The Essentials
5. Assessments in Tier 2: Providing and Evaluating Secondary Support
6. Assessments in Tier 3 and Beyond: Diagnostic Decision Making
7. Communicating Assessment Outcomes
8. Creating an Effective RTI System
Internet Resources That Support RTI Implementation
 

'This book is important, useful, and timely. It focuses on how to plan the amount and types of assessment that will be 'just right' in each tier of RTI, in a style that is 'just right' for teachers and other practitioners. Readers will especially appreciate the information about the most appropriate use of curriculum-based measures, as well as the very helpful RTI Assessment Audit.'--Karen K. Wixson, PhD, Dean and Professor, School of Education, University of North Carolina at Greensboro 'A 'must read' for educators who are implementing RTI in literacy. Stahl and McKenna present practical and easy-to-implement strategies to support data-based decision making. They discuss the purposes of assessment and how much assessment is needed. Assessment tools and strategies are provided to help teachers and administrators determine each students risk status and response to a given intervention.'--Theresa M. Janczak, PhD, Exceptional Education Department, Buffalo State, State University of New York 'Ideal for teachers at all levels of experience, this book describes strategies for assessing reading development that support the RTI process. The book gave me a greater understanding of RTI. It explains easy-to-implement, practical ways to assess student progress and make literacy instruction more efficient, including concrete examples. I was inspired to try out the authors' suggestions in my own classroom. This is a perfect resource for a school book study.'--Laura K. Kelley, classroom teacher and RTI coordinator, Fulton Academy of Excellence, Aurora, Colorado
Katherine A. Dougherty Stahl, EdD, is Assistant Professor of Reading at New York University, where she serves as Literacy Education Program Director and teaches graduate courses. Her research focuses on reading acquisition, struggling readers, and comprehension. In addition to teaching in public elementary school classrooms for over 25 years, she has extensive experience working with struggling readers in clinical settings. These experiences have led to her research interests and her ongoing collaborations with teachers translating research into practice to improve classroom literacy instruction.


 


  Michael C. McKenna, PhD, is Thomas G. Jewell Professor of Reading at the University of Virginia. He has authored, coauthored, or edited 21 books and more than 100 articles, chapters, and technical reports on a range of literacy topics. Dr. McKenna's research has been sponsored by the National Reading Research Center and by the Center for the Improvement of Early Reading Achievement. He was a member of the National Reading First Expert Review Panel and has worked with Reading First teachers in eight states.