The Adolescent Literacy Inventory (ALI) helps teachers understand students' reading as it develops. The Adolescent Literacy Inventory,Grades 6-12, is a revolutionary new assessment tool that makes it possible for middle and high school teachers to learn more about their students’ reading and writing abilities than ever before. Two premier adolescent literacy and literacy assessment experts Bill Brozo and Peter Afflerbach, have incorporated into ALI passages from actual science, social studies, English/Language Arts, and math textbooks, allowing teachers and literacy specialists to efficiently diagnose students’ academic literacy abilities. The ALI provides teachers with information not only on reading skill and strategy but also on how students use these in content areas, so teachers can determine the most appropriate text adaptations and instructional strategies for their students. Take a peek inside... <ul>
<li> Includes authentic assessment passages from actual student textbooks in the four major content area domains </li> <li> Features alternative assessment passages for each grade level and content area </li> <li> Embeds comprehension questions within each passage that allow teachers and students to check for comprehension as they read </li> <li> Allows teacher to determine the best assessment path for each student with the "Decision Tree" feature </li> </ul>

Adolescent Literacy Inventory, Grades 6-12

Education & Teaching

Brozo, William G.

Afflerbach, Peter P.

Schools & Teaching

Pearson

Handbook of Reading Research, Volume IV

The Handbook of Reading Research is the research Handbook for the field. Each volume has come to define the field for the period of time it covers. Volume IV follows in this tradition. The editors extensively reviewed the reading research literature since the publication of Volume III in 2000, as portrayed in a wide array of research and practitioner-based journals and books, to identify the themes and topics covered. As in previous volumes, the focus is on reading research, rather than a range of literate practices. When taken as a set, the four volumes provide a definitive history of reading research. Volume IV brings the field authoritatively and comprehensively up-to-date.

Reference

Moje, Elizabeth Birr

Kamil, Michael L.

Pearson, P. David

Words, Language & Grammar

Routledge

Handbook of Reading Research, Volume V

Each volume of the Handbook of Reading Research has come to define the field for the period of time it covers. Volume V follows in this tradition. In a time of threats to public education, to teacher education, and to continued funding for educational research, it is grounded in an imperative to take a hard look at what reading research is, why we do it, how we know what we know (what does and doesn’t count as evidence?), and what do we know that matters for children and youth, their teachers, school leaders, and those who influence reading policies in schools and school systems. Bringing the field authoritatively and comprehensively up-to-date, Volume V not only synthesizes reading research literature since the publication of Volume IV, it reveals important new directions and pushes readers toward new methods to try to address problems in research design or method or challenges in how to know what we need to know.

Lesaux, Nonie K.

Enciso, Patricia

Each volume of the Handbook of Reading Research has come to define the field for the period of time it covers. Volume V follows in this tradition. In a time of threats to public education, to teacher education, and to continued funding for educational research, it is grounded in an imperative to take a hard look at what reading research is, why we do it, how we know what we know (what does and doesn’t count as evidence?), and what do we know that matters for children and youth, their teachers, school leaders, and those who influence reading policies in schools and school systems. Bringing the field authoritatively and comprehensively up-to-date, Volume V not only synthesizes reading research literature since the publication of Volume IV, it reveals important new directions and pushes readers toward new methods to try to address problems in research design or method or challenges in how to know what we need to know.

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Books by Afflerbach, Peter P.