Tools

LEADER 03764cam 22006374a 4500

001 ocn727702157;

003 OCoLC;

005 20141212051758.0;

008 110908s2012 nyua b 001 0 eng ;

010 a| 2011035023;

019 a| 757931734;

020 a| 9781462502462 (pbk.);

020 a| 1462502466 (pbk.);

020 a| 9781462502486 (hardcover);

020 a| 1462502482 (hardcover);

035 a| (Sirsi) 99952130344;

035 a| 99952130344;

035 a| (OCoLC)727702157z| (OCoLC)757931734;

042 a| pcc;

050 00 a| LB1050.5b| .L3878 2012;

082 00 a| 372.432| 23;

084 a| 5,32| ssgn;

084 a| DP 18002| rvk;

084 a| DP 40002| rvk;

100 1 a| Lesaux, Nonie K.=| ^A1139040;

245 10 a| Making assessment matter :b| using test results to differentiate reading instruction /c| Nonie K. Lesaux, Sky H. Marietta.;

300 a| xii, 143 pages :b| illustrations ;c| 26 cm;

336 a| text2| rdacontent;

337 a| unmediated2| rdamedia;

338 a| volume2| rdacarrier;

520 a| "All too often, literacy assessments are given only for accountability purposes and fail to be seen as valuable resources for planning and differentiating instruction. This clear, concise book shows K-5 educators how to implement a comprehensive, balanced assessment battery that integrates accountability concerns with data-driven instruction. Teachers learn to use different types of test scores to understand and address students' specific learning needs. The book features an in-depth case example of a diverse elementary school that serves many struggling readers and English language learners. Reproducible planning and progress-monitoring forms can be downloaded and printed in a convenient 8 1/2" x 11" size."--Provided by publisher.;

504 a| Includes bibliographical references and index.;

505 0 a| I. Foundational issues for data-driven instruction -- 1. A new relationship with student data -- 2. Why many readers fail -- 3. An assessment battery that works -- II. Assessment considerations for special populations -- 4. Assessment to support struggling readers -- 5. Considerations for linguistically diverse students -- III. Action steps for improved instruction -- 6. Identifying instructional priorities and designing effective instruction -- 7. Putting schoolwide response to intervention in place -- 8. Leading data-driven instruction.;

650 0 a| Readingx| Remedial teaching.=| ^A3049;

650 0 a| Reading (Elementary)=| ^A398535;

650 0 a| Readingx| Ability testing.=| ^A2460;

650 0 a| Educational tests and measurements.=| ^A61;

650 0 a| Individualized instruction.=| ^A1341;

650 0 a| Learning disabled children.=| ^A161818;

650 0 a| Response to intervention (Learning disabled children)=| ^A1037214;

650 7 a| LANGUAGE ARTS & DISCIPLINESx| Literacy.2| bisacsh;

650 7 a| EDUCATIONx| Teaching Methods & Materialsx| Reading & Phonics.2| bisacsh;

650 7 a| LANGUAGE ARTS & DISCIPLINESx| Reading Skills.2| bisacsh;

650 7 a| EDUCATIONx| Testing & Measurement.2| bisacsh;

650 07 a| Differenzierung.0| (DE-588c)4121138-8.2| swd;

650 07 a| Leseunterricht.0| (DE-588c)4035448-9.2| swd;

700 1 a| Marietta, Sky H.=| ^A1139041;

949 i| 30372013907198o| jjlm;

960 o| 1s| 26.00t| Joyner48u| JEDUz| USD;

590 3| Joyner-a| Foundations of Reading Test Prep;

596 a| 1;

998 a| 3264990;

999 a| LB1050.5 .L3878 2012w| LCc| 1i| 30372013907198d| 4/2/2013e| 4/1/2013f| 7/16/2025g| 1l| JGESm| JOYNERr| Ys| Yt| JGESBKu| 3/27/2013x| BOOKz| JSTACKSo| .STAFF. jjlm;

Making assessment matter : using test results to differentiate reading instruction / Nonie K. Lesaux, Sky H. Marietta.

Author/creator	Lesaux, Nonie K.
Other author	Marietta, Sky H.
Format	Book
Publication Info	New York : Guilford Press, ©2012.
Description	xii, 143 pages : illustrations ; 26 cm
Subjects	Reading--Remedial teaching. Reading (Elementary) Reading--Ability testing. Educational tests and measurements. Individualized instruction. Learning disabled children. Response to intervention (Learning disabled children)

Contents	I. Foundational issues for data-driven instruction -- 1. A new relationship with student data -- 2. Why many readers fail -- 3. An assessment battery that works -- II. Assessment considerations for special populations -- 4. Assessment to support struggling readers -- 5. Considerations for linguistically diverse students -- III. Action steps for improved instruction -- 6. Identifying instructional priorities and designing effective instruction -- 7. Putting schoolwide response to intervention in place -- 8. Leading data-driven instruction.
Abstract	"All too often, literacy assessments are given only for accountability purposes and fail to be seen as valuable resources for planning and differentiating instruction. This clear, concise book shows K-5 educators how to implement a comprehensive, balanced assessment battery that integrates accountability concerns with data-driven instruction. Teachers learn to use different types of test scores to understand and address students' specific learning needs. The book features an in-depth case example of a diverse elementary school that serves many struggling readers and English language learners. Reproducible planning and progress-monitoring forms can be downloaded and printed in a convenient 8 1/2" x 11" size."--Provided by publisher.
Local note	Joyner- Foundations of Reading Test Prep
Bibliography note	Includes bibliographical references and index.
LCCN	2011035023
ISBN	9781462502462 (pbk.)
ISBN	1462502466 (pbk.)
ISBN	9781462502486 (hardcover)
ISBN	1462502482 (hardcover)

Availability

Library	Location	Call Number	Status	Item Actions
Joyner	General Stacks	LB1050.5 .L3878 2012	✔ Available	Place Hold

Making assessment matter : using test results to differentiate reading instruction / Nonie K. Lesaux, Sky H. Marietta.

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