Assessment for Reading Instruction, Fourth Edition (4^th Ed.)

Now in a revised and updated fourth edition, this accessible text has given over 125,000 preservice and inservice teachers vital tools for systematic reading assessment in grades K-8. The book explains how to use both formal and informal assessments to evaluate students' strengths and needs in all components of reading. Effective, engaging methods for targeted instruction in each area are outlined. In a convenient large-size format, the book includes 30 reproducible tools, plus an additional multipage assessment in an online-only appendix. Purchasers get access to a companion website where they can download and print the reproducible materials.

New to This Edition
*Expanded coverage of the middle grades (4?8), including a new chapter and case study, and explicit attention to this grade range throughout; new coauthor Kevin Flanigan adds expertise in this area.
*New and expanded topics: computer-based testing methods, assessing academic language, and how to use reading inventories more accurately.
*Additional reproducible tools: informal reading inventory summary form, comprehension retelling forms for narrative and informational text, computer-based comprehension test comparison worksheet, revised Informal Decoding Inventory, and more.

1. Introduction to Reading Assessment
2. General Concepts of Assessment
3. Informal Reading Inventories and Other Measures of Oral Reading
4. Emergent Literacy
5. Word Recognition and Spelling
6. Fluency
7. Vocabulary
8. Comprehension
9. Strategic Knowledge
10. Affective Factors
11. Assessing Readers in Grades 4–8: Guiding Concepts
12. Preparing a Diagnostic Reading Report
Appendix. Case Studies

Katherine A. Dougherty Stahl, EdD, is a literacy consultant and author who focuses on translating literacy research into practice. Formerly, she was Clinical Professor of Literacy at New York University (NYU), where she taught graduate courses and served as Director of both the Literacy Program and the NYU Literacy Clinic. Before entering academia, Dr. Stahl taught in public elementary and middle school classrooms for over 25 years. She is the coauthor or coeditor of several books, and her articles have appeared in the leading journals of research and practice. Dr. Stahl specializes in reading acquisition, comprehension instruction, reading intervention, and literacy assessment. Currently, she partners with educators as a consultant to support their efforts to improve reading achievement, especially for students with reading difficulties.

Kevin Flanigan, PhD, is Professor in the Literacy Department at West Chester University of Pennsylvania (WCU). He works in the WCU Reading Center along with master’s students to assess and teach children who struggle to read and write. A former middle-grades classroom teacher and reading specialist/coach, Dr. Flanigan researches and writes about developmental word knowledge and struggling readers. He is coauthor of several books, including Assessment for Reading Instruction, Fourth Edition, and Developing Word Recognition.

Michael C. McKenna, PhD, was Thomas G. Jewell Professor of Reading in the School of Education and Human Development at the University of Virginia until his death in 2016. He authored, coauthored, or edited more than 20 books and over 100 articles, chapters, and technical reports on a range of literacy topics. Dr. McKenna also served as Series Editor, with Sharon Walpole, of The Essential Library of PreK-2 Literacy. His research was sponsored by the National Reading Research Center and the Center for the Improvement of Early Reading Achievement. He was a corecipient of the