Product Description: The central unifying theme of this state-of-the-art contribution to research on literacy is its rethinking and reconceptualization of individual differences in reading. Previous research, focused on cognitive components of reading, signaled the need for ongoing work to identify relevant individual differences in reading, to determine the relationship(s) of individual differences to reading development, and to account for interactions among individual differences...read more

Product Description: Understanding and Using Reading Assessment, K-12 will help you examine and choose reading assessment in relation to current understandings of the reading process, students' development, and the culture of schooling. Each chapterFocuses on a particular type of reading assessment to familiarize you with the broad array of assessments available Uses the CURRV framework as an organizing principle to help you consider the Consequences, Usefulness, Roles and responsibilities, Reliability, and Validity of the assessment Includes questions and tasks that invite you to apply the knowledge you have gained from the chapter Concludes with Reading Assessment Snapshots, which highlight important reading assessment issues that pertain to some or all of the assessments covered in this book...read more

Product Description: Book by Hoffman, James V., Afflerbach, Peter, Duffy-Hester, Ann M., McCarthey, Sarah J., Baumann, James F. (view table of contents, read Amazon.com's description)

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Product Description: This book comprises a synthesis of current directions in reading research, theory, and practice unified by what has been referred to as the engagement perspective of reading. This perspective guides the research agenda of the National Reading Research Center (NRRC), a consortium of the University of Georgia, University of Maryland, and affiliated scholars...read more

Researchers from a variety of disciplines have collected verbal protocols of reading as a window on conscious reading processes. Because such work has occurred in different disciplines, many who have conducted verbal protocol analyses have been unaware of the research of others. This volume brings together the existing literature from the various fields in which verbal protocols of reading have been generated. In so doing, the authors provide an organized catalog of all conscious verbal processes reported in studies to date -- the most complete analysis of conscious reading now available in the literature. When the results of all of the studies are considered, there is clear support for a number of models of reading comprehension including reader response theories, schema perspectives, executive processing models, and bottom-up approaches such as the one proposed by van Dijk and Kintsch. The summary of results also demonstrates that none of the existing models goes far enough. Thus, a new framework -- constructively responsive reading -- is described. This new model encompasses reader response, schematic and executive processing, and induction from word- and phrase-level comprehension to higher-order meaning. The important concept in this new model is that readers respond to bits and pieces of text as they are encountered, all as part of the overarching goal of constructing meaning from text. This volume also includes a critical review of the thinking aloud methodology as it has been used thus far. This examination suggests that it continues to be an immature methodology, and that much work is needed if a complete theory of conscious processing during reading is to be developed via verbal protocol analysis. Finally, after reviewing what has been accomplished to date, the authors provide extensive discussion of the work that remains to be done and the adequacy of the verbal protocol methodology for permitting telling conclusions about text processing.