Reading Diagnosis for Teachers: An Instructional Approach, Sixth Edition, has what reading educators need to assess students’ reading and writing abilities and to plan appropriate instruction accordingly. Well-known author/educators Rebecca Barr, Camille L. Z. Blachowicz, Ann Bates, Claudia Katz, and Barbara Kaufman combine an unrivaled wealth of actual case studies with sound theoretical foundation; solid research; and a developmental, constructivist perspective of literacy to prepare reading practitioners to connect diagnosis with instructional planning.

Reading Diagnosis for Teachers: An Instructional Approach (6th Edition)

Education & Teaching

Blachowicz, Camille

Barr, Rebecca

Bates, Ann

Katz, Claudia

Kaufman, Barbara

Schools & Teaching

Pearson

Built on a case-study approach to reading diagnosis, this classroom-based resource features strong research, a theoretical foundation and a developmental, constructivist perspective of literacy. In this fourth edition, the authors offer an Instructional Approach that consistently helps the reflective practitioner connect diagnosis with instructional planning. It provides many more cases from actual students and classrooms than other diagnosis books, as well as a strong research and theoretical grounding for practice. The authors introduce readers to early literacy screening, running records, informal reading inventories, miscue analysis, assessment issues related to national and state initiatives and much more.

Reading Diagnosis for Teachers: An Instructional Approach (5th Edition)

Reference

Words, Language & Grammar

As budgets tighten for school districts, a sound understanding of just how teaching and administration translate into student learning becomes increasingly important. Rebecca Barr, a researcher of classroom instruction and reading skill development, and Robert Dreeben, a sociologist of education who analyzes the structure of organizations, combine their expertise to explore the social organization of schools and classrooms, the division of labor, and the allocation of key resources. Viewing schools as part of a social organization with a hierarchy of levels—district, school, classroom, instructional group, and students—avoids the common pitfalls of lumping together any and all possible influences on student learning without regard to the actual processes of the classroom. Barr and Dreeben systematically explain how instructional groups originate, form, and change over time. Focusing on first grade reading instruction, their study shows that individual reading aptitude actually has little direct relation to group reading achievement and virtually none to the coverage of reading materials once the mean aptitude of groups is taken into consideration. Individual aptitude, they argue, is rather the basis on which teachers form reading groups that are given different instructional treatment. It is these differences in group treatment, they contend, that explain substantial differences in learning curricular material.

How Schools Work

Dreeben, Robert

University of Chicago Press

As budgets tighten for school districts, a sound understanding of just how teaching and administration translate into student learning becomes increasingly important. Rebecca Barr, a researcher of classroom instruction and reading skill development, and Robert Dreeben, a sociologist of education who analyzes the structure of organizations, combine their expertise to explore the social organization of schools and classrooms, the division of labor, and the allocation of key resources. Viewing schools as part of a social organization with a hierarchy of levels—district, school, classroom, instructional group, and students—avoids the common pitfalls of lumping together any and all possible influences on student learning without regard to the actual processes of the classroom. Barr and Dreeben systematically explain how instructional groups originate, form, and change over time. Focusing on first grade reading instruction, their study shows that individual reading aptitude actually has little direct relation to group reading achievement and virtually none to the coverage of reading materials once the mean aptitude of groups is taken into consideration. Individual aptitude, they argue, is rather the basis on which teachers form reading groups that are given different instructional treatment. It is these differences in group treatment, they contend, that explain substantial differences in learning curricular material.

Reading Diagnosis for Teachers

Longman Publishing Group

Teaching Reading in Elementary Classrooms: Developing Independent Readers For teachers who sometimes feel as if data-based instruction, differentiated groupings, and formative assessments somehow involve going over to The Dark Side, this book is a powerful antidote. It will help you know that you can hold tight

Teaching Reading in Elementary Classrooms: Developing Independent Readers

Johnson, Barbara

Longman Pub. Group

Reading diagnosis for teachers: An instructional approach

Reading Diagnosis for Teachers: An Instructional Approach

Longman

In Volume III, as in Volumes I and II, the classic topics of reading are included--from vocabulary and comprehension to reading instruction in the classroom--and, in addition, each contributor was asked to include a brief history that chronicles the legacies within each of the volume's many topics. However, on the whole, Volume III is not about tradition. Rather, it explores the verges of reading research between the time Volume II was published in 1991 and the research conducted after this date. The editors identified two broad themes as representing the myriad of verges that have emerged since Volumes I and II were published: (1) broadening the definition of reading, and (2) broadening the reading research program. The particulars of these new themes and topics are addressed.

Handbook of Reading Research: 002

Kamil, Michael L.

Pearson, P. David

Mosenthal. Peter B.

Addison-Wesley Longman Ltd

Built on a case-study approach to reading diagnosis, this classroom-based book features strong research, a theoretical foundation and a developmental, constructivist perspective of literacy. In this fourth edition, the authors offer an Instructional Approach that consistently helps the reflective practitioner connect diagnosis with instructional planning. It provides many more cases from actual students and classrooms than other diagnostic books, as well as a strong research and theoretical grounding for practice. The book introduces readers to early literacy screening, running records, informal reading inventories, miscue analysis and much more. For teachers and practitioners and students training to work in reading assessment.

Blachowicz, Camille L.Z.

Wogman-Sadow, Marilyn

Based on principles of inclusion and constructivism, this text offers balanced coverage of whole language and basal reading instruction and offers clear strategies for melding approaches to accommodate the needs of individual learners. The text also features abundant case studies, interviews, strong emphasis on literacy, the writing process and children's literature.

Teaching Reading and Writing in Elementary Classrooms (2nd Edition)

Pearson/Education

See the best price to sell, buy, or rent books by Barr, Rebecca. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Barr, Rebecca

See the best price to sell, buy, or rent books by Barr, Rebecca. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Reading Diagnosis for Teachers: An Instructional Approach (6th Edition)

Reading Diagnosis for Teachers: An Instructional Approach (5th Edition)

How Schools Work

How Schools Work

Reading Diagnosis for Teachers

Teaching Reading in Elementary Classrooms: Developing Independent Readers

Reading Diagnosis for Teachers: An Instructional Approach

Handbook of Reading Research: 002

Reading Diagnosis for Teachers: An Instructional Approach

Teaching Reading and Writing in Elementary Classrooms (2nd Edition)