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Flynt-Cooter Reading Inventory for the Classroom
Using a constructivist approach, this informal inventory provides teachers with a simple, straightforward means of assessing reading competencies for pre-K through grade 12 students. A comprehensive treatment offers a plan for reading assessment that is compatible with balanced reading instruction, yet retains some traditional methods and descriptions. The book enables teachers to place students with appropriate reading and instructional materials; acquire insight into reading developments (reading of connected text, word analysis, story and content comprehension, miscue analysis); place students in appropriate basal reading programs; plan collaborative learning activities involving reading, planning, and mini-lessons; and determine which non-negotiable student skills require further development. For future and current teachers.
The Flynt/Cooter Comprehensive Reading Inventory-2
Normal 0 false false false A first-of-its-kind, comprehensive reading inventory for assessing the "Big Five" components of reading instruction as identified by the National Reading Panel: phonemic awareness, phonics, vocabulary, fluency, and comprehension. It offers the simple, straightforward miscue analysis method for assessing students' levels of competency in reading comprehension and fluency, and offers easily administered assessment tools for discerning students' development in phonemic awareness, phonics, and vocabulary. The Flynt/Cooter informal reading inventory is recognized as the top choice of thousands of classroom teachers for its ability to help them quickly and reliably assess the reading skills and needs of their students. The Flynt/Cooter is considered an essential tool in preparing the next generation of P-12 teachers serving native English speakers, and/or English learners via the Classroom Reading Inventory: Español Version (CRI: Español) provided on the book's new accompanying PDToolkit. In addition, the CRI has been the choice of many reading and literacy researchers seeking an evidence-based and validated instrument for use in high stakes research.
The Flynt/Cooter Comprehensive Reading Inventory
This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. Designed to help educators assess the “Big Five” components of reading instruction as identified by the National Reading Panel—phonemic awareness, phonics, vocabulary, fluency, and comprehension—the CRI is recognized as a leader in the field for its ability to ensure quick and reliable assessment of the reading skills and needs of students in grades Pre-K through 12. The groundbreaking features that made this book’s original edition a top choice of teachers and literacy coaches for many decades are continued here, along with a number of changes that make the analysis of data more efficient and increase student learning, among them a Spanish version to help educators better serve the needs of English speakers and/or English learners.
Comprehensive Reading Inventory
Derived from the Flynt/Cooter Classroom Reading Inventory, this informal classroom inventory offers teachers of preschool through Grade 12 the simple, straightforward miscue analysis method for assessing their students' level of competency in reading comprehension and fluency.In addition this text provides easily administered assessment tools for discerning students' development in phonemic awareness, phonics, and vocabulary. Additional materials are provided to help teachers to assess students' whose first language is Spanish and students who have special needs. --from publisher description
Reading Inventory for the Classroom
This is the only reading inventory on the market to offer prospective teachers of preschool through Grade 12 the simple, straightforward miscue analysis method for assessing their pupils' level of competency in reading. Through the use of this inventory, future teachers can determine how to 1) provide students with appropriate reading/instructional materials, and 2) place them into appropriate basal reading programs. They'll also acquire insight into reading development, learn to plan collaborative learning activities, and be able to determine which non-negotiable skills require further development. A protocol for assessing students' reading fluency rate creates a handy tool for determining ...
English-Español Reading Inventory for the Classroom
Assessment tool for teachers of reading in regular, bilingual, and ESL classrooms.
Teaching Reading in the Content Area
* Focuses on content classrooms at the middle and high school levels. * Introduces the Content Literacy Model. * Offers authentic assessment strategies for content classes. * Suggests ideas for building classroom environments which build a positive affect in students and permit scheduling of numerous content literacy activities. * Features a special chapter showing how mastering the writing process can help students become better readers aqnd comprehenders of content materials. * Includes a unique chapter demonstrating the many benefits and uses of fiction, non-ficition, and various media in subject matter classes. * Discusses "how to teach" literacy skills as you teach content: Presents sug...
Reading Inventory for Classroom
This reading assessment and instructional planning tool is an appropriate supplement for undergraduate reading/literacy education courses or as a supplement for graduate-level assessment course. Using a constructivist approach, this informal inventory provides current and future teachers with a simple, straightforward means of assessing reading competencies for pre-K through grade 12 students. Reading Inventory for the Classroom, Fourth Edition enables teachers to place students with appropriate reading and instructional materials, acquire insight into reading developments (reading of connected text, word analysis, story and content comprehension, miscue analysis), place students in appropriate basal reading programs, plan collaborative learning activities involving reading, planning, mini-lessons, and determine which non-negotiable student skills require further development.
