Understanding, Assessing, and Teaching Reading

James A. Erekson has been teaching and researching in literacy for over twenty years, with experience in elementary and secondary grades. His work emphasizes the vital role of engagement and motivation in literacy achievement. He is the author of practical texts for educators including, Engaging Minds in Social Studies Classrooms: The Surprising Power of Joy, ASCD, 2014, and co-author of Accessible Assessment: How 9 Sensible Techniques Can Power Data-driven Reading Instruction, Heinemann, 2011. Michael F. Opitz is professor emeritus of reading education from the University of Northern Colorado and has investigated reading assessment and other literacy topics for over two decades. He is the author of numerous books, articles, and reading programs. Roland K. Schendel is a former elementary classroom teacher. With twenty years of experience in elementary and secondary education and educational research, he has committed his career to understanding and meeting the learning needs of striving readers and providing professional development to their teachers. He is co-author of 25 Essential Language Arts Strategies to Help Striving Readers Succeed, Scholastic, 2011.

1. Understanding a Diagnostic Approach to Assessing and Teaching Reading 2. Factors That Affect Reading Performance
3. Classroom Assessments
4. Oral Reading Assessments
5. Commercial Tests
6. Becoming the Teacher with a Diagnostic Mindset
7. Teaching with Texts
8. Early Literacy
9. Comprehension
10. Vocabulary
11. Phonics
12. Fluency
13. Teaching Writing
14. Partnering with Families, Teachers, and Community
Appendix A: Informal Reading Inventory Administration and Scoring Procedures
Appendix B: Examiner Booklet
Appendix C: Informal Reading Inventory Student Booklet