Assessment of K-12 Reading Skills in English & Spanish
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The texts strength lies in providing a good foundation of knowledge in administering, scoring and applying literacy assessment to instruction. It is comprehensive enough that students are able to engage in multiple assessments without being overwhelmed. Judith Dunkerly, University of Nevada Las Vegas
I think the completeness of the text is what makes it a rich and excellent resource. I am very impressed with the Special Ed and 504 sections of the book and the extent to which the needs of these important populations are addressed. Laurie Goodman, California State University, Fresno
The Comprehensive Reading Inventory would be very useful for instructors involved in planning and implementing tier 2 and 3 reading interventions. It gives you a great deal of background information on each individual student. This assessment is very comprehensive and would also be beneficial to afterschool tutors and/or private tutoring companies. Melissa Knapp, Robert E. Lillard Elementary Design Center, Nashville, TN
Robert B. Cooter, Jr. currently serves as Dean of the Annsley Frazier Thornton School of Education and Ursuline Endowed Chair of Teacher Education at Bellarmine University in Louisville, Kentucky. Author of numerous books and articles on reading instruction, his primary research focuses on the improvement of literacy instruction for children living at the poverty level. From 2006-2011 Cooter was co-editor of The Reading Teacher, the world's largest circulation refereed journal for literacy educators (International Reading Association). Dr. Cooter previously served as the first "Reading Czar" (associate superintendent) for the Dallas Independent School District (TX). In 2007, he and colleagues J. Helen Perkins and Kathleen Spencer Cooter received the national Urban Impact Award from the Council of Great City Schools. His latest work involves the implementation of a new Ph.D. program at Bellarmine University focused on developing "change agents" interested in improving education outcomes for children living in poverty circumstances. E. Sutton Flynt currently serves as Professor of Literacy Education and Director of Teacher Education at the University of Memphis. Dr. Flynt has almost 40 years of teaching experience as a classroom teacher in the public schools, university professor, university department chairperson, and dean of a college of education. He has consulted with school districts in eight different states and served on state departments of education task forces in Louisiana, Kansas, and Tennessee. Dr. Flynt has numerous professional publications in his areas of interest primarily focusing on literacy assessment, pre-service teacher preparation, and content area reading instruction. In 2007-2008 he coauthored a featured column on content literacy in The Reading Teacher. He has frequently presented scholarly works at such professional venues as the World Congress on Reading, the Annual Conference of the International Reading Association, the American Educational Research Association, and the Society for Research on Educational Effectiveness. Professor Flynt's most recent research has focused on empirically determining the efficacy of Response to Intervention (RTI) Tier II commercial materials on the literacy achievement of K-2 students in urban and rural school districts. Kathleen Spencer Cooter is Professor of Early Childhood/Special Education and School Leadership at Bellarmine University in Louisville Kentucky. Previous to fall 2008, she was Associate Professor of Special Education at the University of Memphis. In addition she served as outreach coordinator for the New Teacher Center, an exciting project working in conjunction with the Memphis City Schools to enhance teacher retention in urban schools. Professor Cooter also served as principal investigator for the Tennessee Early Intervention System (TEIS) serving the needs of children of over 3,000 families in West Tennessee. Prior to joining the Special Education faculty at the University of Memphis, Dr. Cooter and a group of parents and committed community and university leaders raised some $3 million and founded theTexas Christian University RISE School, now known as Kinderfrogs, a special school serving the needs of infants with Down syndrome. In October of 2001, Dr. Cooter received the "Employer of the Year Award" from the Fort Worth business community for her successes in employing adults with Down syndrome as staff members at the TCU RISE School. Together with Starpoint School, a special school for students having learning disabilities, Cooter directed the teaching and research activities of both TCU's laboratory schools. Upon her leaving in December 2003, TCU announced that a new wing would be added to Starpoint School as a gift from a grateful benefactor and named in her honor. For two decades Professor Cooter worked as a teacher and administrator in both private and public schools serving c
Preface
SECTION I. OVERVIEW OF THE CRI-2 TESTS
The Interest Inventory
Reading Attitude Survey: Elementary Grades (K5)
Concepts of Print Assessment
Phonemic Awareness and Other Alphabetics Assessment Tests
Phonemic Awareness Tests (PAT)
Initial Consonant Sounds Test
Phonemic Segmentation Test
Blending Sounds Test
Letter Naming Test
Phonics and Decoding Tests
Phonics Test (PT)
Oral Reading and Analysis of Miscues
Vocabulary Assessment: The High Frequency Word Knowledge Survey
Comprehension Assessment
Fluency Assessment (and Norms Table)
After testing, then What?
Section II. CRI-2 Administration procedures
The CRI-2 Assessment Process
Using the Instructional PDToolkit to Get Acquainted with the CRI-2
ADMINISTERING AND SCORING THE CRI-2
Administration Procedures: Graded Sentences for Initial Passage Selection
The Preprimer (PP) and Primer (P) Passages
Reading Passages: Narrative and Expository (Forms AD)
General Procedures
Specific Procedures
Part I: Silent Reading Comprehension
Part II: Oral Reading and Analysis of Miscues
Miscue Grid: Error Types
Miscue Grid: Analysis of Miscues
Fluency: Determining Reading Rate
Part III: Miscue Analysis
Part IV: Listening Comprehension (Optional)
Completing the Student SummaryPart I: Student Interview
Part II: Alphabetics and Vocabulary Knowledge
Part III: Reading Comprehension, Fluency, and Oral Reading Assessments
Part IV: Instructional Implications (IF THEN Analyses)
Part V: Students Intervention History
Pre- and Post-testing
Setting Intervention Goals in Tiers
Classroom Accommodations
Response to Intervention (RtI) Using the CRI-2
IES Recommendations
Tier 1 Interventions: Translating Assessment Data Into Classroom Lesson Plans
IF THEN Thinking: Selecting Appropriate Intervention Strategies
Instructions for Using The Comprehensive Reading InventoryESPAOL version (CRI: Espaol)
REFERENCES
SECTION III
THE COMPREHENSIVE READING INVENTORY 2nd edition (CRI-2)
Preliminary Assessments
Interest Inventory
Reading Attitude Survey Elementary Grades (K5)
Concepts of Print Assessment
Alphabetics Assessments
Phonemic Awareness Tests (PAT)
Letter Naming Test
Phonics Test
Vocabulary Assessments
Form A
Narrative Reading Passages