This volume offers a comprehensive, up-to-date, empirical and methodological view over the new scenarios and environments for language teaching and learning recently emerged (e.g. blended learning, e-learning, ubiquitous learning, social learning, autonomous learning or lifelong learning), and also over some of the new approaches to language…

The article introduces an ongoing process of evaluating the reading and writing of gifted students. The assessment tool presented enables the teacher to determine the specific functional level for each aspect of literacy of the gifted child. A model of goal setting and educational planning for all advanced readers is offered. (DLS)

This compilation of articles from "The Reading Teacher" contrasts old and new approaches to reading assessment and offers methods that teachers can use in the classroom to build better readers. The articles suggest that in order to effectively assess young readers, one must integrate assessment with instruction, which requires new forms of…

To help teachers, policy analysts, and others understand the 1994 National Assessment of Educational Progress (NAEP) Assessment in Reading, this journal issue presents the objectives and examples of how students in grades 4, 8, and 12 will be assessed. The issue discusses NAEP's view of reading; key features of the assessment; reading purposes;…

This handbook gives teachers, reading specialists, administrators, or students concise, up-to-date information on the most popular assessment and evaluation tools in literacy. This second edition retains many of the tools reviewed in the first edition and adds 12 new tools. The first section reviews 24 tools that are teacher-made. The second…

Cautions against using standardized tests to make simplistic judgments about students' reading comprehension. Suggests two approaches to testing that teachers might use to devise testing procedures that represent their own views of the important reading strategies and skills that students need to acquire. (AEA)

The paper examines two general methods of scoring oral reading inventories employing textual passages. Either the total number of oral alterations can be used as an index to reading ability, or only those alterations that disrupt the semantic structure of the text can be used. (Author)

This booklet of information and accompanying reading selections are intended to help a tutor get started with a new adult learner. The booklet does not provide suggestions for teaching strategies, but rather discusses conducting the initial assessment of learners, observing the student reading, categorizing the students into one of three stages,…

Expanded to cover prereading through grade 12, this book presents a simple method for effectively assessing the reading proficiency of students K-12. The second edition of the book provides, using preprimer and primer passages, a means for assessing the emergent/beginning reading skills of students just entering school. The book includes a special…

With reading, as with all academic content and skills, effective instruction is informed by sound assessment. Teachers' knowledge about classroom-embedded reading assessment must continue to be developed so that they can use the information it yields to make informed instructional decisions. At the same time, districts and schools must develop…

Developed for the America Reads initiative, this paper presents the LEARNS (Linking Education and America Reads through National Service) Literacy Assessment Profile (LLAP), a student assessment system that is designed to improve providers' ability to deliver high quality literacy programs to students, assess students' literacy understanding, set…

This article proposes a four-component framework for understanding the literacy of individuals with visual impairments, and defines two levels of literacy--basic (or academic) and functional (or practical) literacy. Implications are drawn for development of self-advocacy skills, development of standards for judging literacy in this population, and…

There is considerable interest in reading assessment and the influence that reading assessment can have on what is taught and learned in school. However, little is known about how teachers, administrators, parents, and students communicate and understand reading assessment information. Lacking this knowledge, educators do not know what kinds of…

Containing many specific assessment, instruction, and organization ideas and strategies, this book provides "the basics" for this classroom reading assessment and instruction, and supports the importance of the individual classroom teacher's beliefs, decisions, and role. The book is intended for teachers taking certification, graduate,…

Offering guidance on diagnostic and developmental techniques illustrated by examples from the classroom, this teacher's guide helps teachers to assess pupils' understanding and day-to-day progress in reading and to identify appropriate next steps to help pupils make progress. Topics explored in the teacher's guide include pupils' attitude and…