6 edition of Assessment and instruction of reading disability found in the catalog.
Includes bibliographical references (p. 679-718) and indexes.
|Statement||Marjorie Y. Lipson, Karen K. Wixson.|
|Contributions||Wixson, Karen K.|
|LC Classifications||LB1050.5 .L54 1991|
|The Physical Object|
|Pagination||xv, 735 p. :|
|Number of Pages||735|
|LC Control Number||90026777|
Nancy Mather, PhD, is a Professor at the University of Arizona in the Department Disability and Psychoeducational Studies. She specializes in the areas of assessment, reading, writing, and learning disabilities. She has served as a learning disabilities teacher, a diagnostician, a university professor, and an educational consultant. he purpose of this book is to help the many children, adolescents, and adults who encounter difficulty with reading. Designed as a text for both undergrad-uate and graduate students, Reading Problems: Assessment and Teaching Strategies guides prospective and present teachers in assessing and teaching students who are.
Buy a cheap copy of Assessment & Instruction of Reading and book by Marjorie Y. Lipson. Focusing on reading and writing ability/disability from an interactive perspective, this text emphasizes the importance of understanding and addressing learner’s Free shipping over $/5(3). xxi, pages: 25 cm "One of the most respected and well-known texts in the field, now in its fourth edition, Assessment & Instruction of Reading and Writing Difficulties continues to focus on reading and writing ability/disability from an interactive perspective, while still emphasizing the importance of understanding and addressing learners' difficulties in relation to the instructional Pages:
Reading Research and the Research to Practice Gap Book Module 2: Current Approaches to Reading Instruction: Why Many Learners Still Struggle Current Approaches to . In this session, literacy expert Kathryn Au discusses the importance of integrating assessment practices with classroom instruction on a daily basis. You will learn how to use assessment results to plan instruction, improve students’ reading and .
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A new edition of one of the most respected and well-known texts in the field. A “must-have” resource for any teacher’s library—and the perfect text for a variety of reading assessment courses—this book presents an interactive perspective on reading and writing ability and disability, with an emphasis on understanding and addressing learners’ difficulties in relation to /5(7).
What a mammoth. pages including indices. Its a hardcover, which I hate, as trying to read a page book comfortably becomes impossible. Technicalities aside, this text is full of valuable information regarding assessing reading difficulties, and then developing instructional plans to help students succeed/5.
This text, like the earlier edition, is based on an interactive view of ability and disability. It differs from the previous edition in its focus on reading and writing together as integral dimensions of literacy.
The interactive approach suggests that reading or writing disability may reflect the match between the learner and the conditions of the learning experience, rather than simply the Cited by: Additional Physical Format: Online version: Lipson, Marjorie Y.
Assessment and instruction of reading disability. New York, NY: HarperCollins, © praise for the second edition of writing Assessment and instruction of reading disability book and instruction for students with learning disabilities "Well-written and organized, and filled with practical strategies, this book should be required reading for every educator dedicated to teaching written language skills to all students, not just those with by: 8.
Disabilities and Reading: Understanding the Effects of Disabilities Assessment experts and reading experts who have extensive knowledge in their own fields may know relatively little about students with disabilities. People who know a great deal about one disability may know relatively little about other disabilities or about howFile Size: KB.
Assessment of Reading and Writing Difficulties: An Interactive Approach. Completely updated throughout, this new edition focuses on the most recent thought and practice in the assessment process; includes a new Case Study, new case examples for diagnostic teaching, clear discussion of assessment at the district and classroom levels, an enhanced discussion of progress Availability: Available.
Find many great new & used options and get the best deals for Assessment and Instruction of Reading and Writing Disability: An Interactive Approach by Marjorie Y. Lipson and Karen K. Wixson (, Hardcover) at the best online prices at eBay.
Free shipping for many products. Section I (Chs. ) provides readers with a strong, comprehensive knowledge of reading/writing research and an introduction to an assessment-instruction process that is described in-depth in the second, third, and fourth sections of the : Cloth.
Get this from a library. Assessment and instruction of reading and writing disability: an interactive approach. [Marjorie Y Lipson; Karen K Wixson]. Vocabulary Assessment and Instruction for Students with Learning Disabilities By: Louise Spear-Swerling Vocabulary weaknesses may affect school achievement in many areas beyond reading, including written expression, mathematics, and performance in content subjects such as social studies and science.
The student's IEP/ team selects the accommodations for both instruction and assessments. Accommodations should be chosen on the basis of the individual student's needs, not on the basis of the disability category, grade level or instructional setting.
Once selected, accommodations should be used consistently for instruction and assessment. Add to Book Bag Remove from Book Bag. Saved in: a Assessment and instruction of reading and writing disability: |b an interactive approach / |c Marjorie Y.
Lipson, Karen K. Wixson. 1: 4 |a Assessment & instruction of reading disability |a 2nd ed. |a New York. Preschool children at familial risk for reading disability were assessed on cognitive and linguistic variables and compared with preschoolers without familial risk.
Risk children displayed performance profiles resembling those of older children with reading disability. Each group received intensive instruction in phonemic awareness and structured book by: Another valuable resource that provides information about assessing children’s reading skills is the book Assessment for Reading Instruction by Michael C.
McKenna and Steven A. Stahl. This book provides guidance on how to select tools to assess the students as well as case studies of evaluations and programs devised from the gathered information. book, reading assessment is organized and described in terms of ﬁve basic assessment purposes listed in Table Table Five purposes for reading assessment 1.
Reading-proﬁciency assessment (standardized testing) 2. Assessment of classroom learning 3. Assessment for learning (supporting student learning is the purpose) 4.
9 find pleasure in reading, which means reading a book like we read books, without Students with or at risk for a reading disability need instruction that is more explicit, more intense, more individualized delivered by the most highly- Small-Group Instruction 1.
Frequent assessment and analysis of student performance to driveFile Size: KB. Instruction in Functional Assessment introduces learners to functional assessment (FA), which includes a variety of assessment approaches (indirect, observational, and experimental) for identifying the cause of an individual's challenging behavior for the purpose of designing effective treatments.
FA is mandated by federal law and is a recognized empirically based approach to /5(7). Buy Assessment and Instruction of Reading and Writing Difficulties 5th edition () by NA for up to 90% off at Tests & Assessments Pop-Up.
Assessing Reading Difficulties and Disabilities. Answers to questions about reading tests. A reading assessment is the first step in identifying your child's problems and developing solutions so he can improve his reading.
About the Book. About the Book. About the Book. About the Book. About the Book. Response to Intervention and Identifying Reading Disability Thienhuong Hoang, Ph.D.
California State Polytechnic University Abstract The educational community is discussing response-to-intervention (RTI) as an alternative assessment method. This study investigates assessment elements (beginning text level, ending text.
McKenna's research interests include reading assessment, comprehension in content settings, reading attitudes, technology applications, and beginning reading. 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.5/5(1).Consistent with the important role of phonologically based word recognition deficits in reading disability (see Torgesen, this issue), Table 1 proposes assessment of recognition of real words and pseudowords, keys to the identification of word-level reading disabilities.
Reading comprehension can be screened with the WJ Passage Comprehension subtest, which is a Cited by: