Full Description
The best way to pinpoint what works and doesn't work in reading instruction is classroom observation - and this text aims to help educational stakeholders choose from available observation systems or design their own system. Each of the nine field-tested systems discussed has a different focus, such as assessing the effectiveness of early reading instruction for English language learners, assessing and improving the writing performance of students who struggle, and reviewing school-wide literacy outcomes and determining professional development needs. Each chapter explores the system's development, details its field testing, reliability, and validity, and examines its strengths and limitations.
Contents
Measurement Of Teaching Practices During Reading/Language Arts Instruction And Its Relationship To Student Achievement, Barbara R. Foorman And Christopher Schatschneider; The Instructional Content Emphasis Instrument - Observations Of Reading Instruction, Meaghan Edmonds And Kerri L. Briggs; Ecobehavioural Strategies - Observing, Measuring And Analyzing Behaviour And Reading Interventions, Charles R. Greenwood Et Al; The Classroom Climate Scale - Observing During Reading Instruction, Ae-Hwa Kim Et Al; He English-Language Learner Classroom Observation Instrument For Beginning Readers, Diane Haager; Conducting Ethnographic Observations Of Reading In Elementary Schools, Janette Klinger Et Al; "I Can Rite" - Informal Assessment Of Written Language, Nancy Mather Nd Noel Gregg; Reviewing Outcomes - Using DIBELS To Evaluate Kindergarten Curricula And Interventions, Roland H. Good III Et Al; Similarities And Differences Between Experienced Teachers And Trained Paraprofessionals - An Observational Analysis, Marcia L. Grek Et Al.
