Bader Reading & Language Inventory
$113.32
| Title | Range | Discount |
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| Trade Discount | 5 + | 25% |
- Description
- Additional information
Description
This new Seventh Edition of the Bader Reading and Language Inventory features some important updates and revisions to the graded passages, including two sets of passages, an elementary set and a secondary/adult set; a second form of graded passages offering greater range from which the evaluator can choose; revisions to the subtests and graded word list test; updating for relevance for use with ELL children and adults; and an updated DVD and instructor forms.
More accurate assessment and quicker screening of readers is made possible through the revised Graded Word List Test.
Pre- and post-testing of students in the elementary grades–plus alternative choices of passages in cases where retesting is required–is accomplished through an added Form B for the Elementary set of Graded Reader Passages.
Pre- and post-testing of secondary and adult learners–plus alternative choices of passages in cases where retesting is required–is accomplished through an added Form B for the Secondary/Adult set of Graded Reader Passages.
Teachers have access to more appropriate reading material for elementary aged students–and thereby more accurate assessment of students and more accurate placement in reading materials–through the inclusion of new fiction and non-fiction passages in the Elementary set of Graded Reader Passages.
Assessment information can now be kept in one location, instead of with each individual passage, with the new reading evaluation sheets for oral and silent reading.
More accurate assessment of silent reading is made possible through the new and updated silent reading rates for elementary students.
Examiners have a wider range of examples to show students using the revised DVD that includes new and updated silent reading rates for elementary students.
Examiners have a wider range of examples to show teachers of secondary level students and adult learners using the revised DVD that includes new and updated silent reading rates for secondary and adult students.
Examiners have improved access to the necessary forms, which they can run off on a printer connected to a computer, using the forms included on the revised DVD.
Bader Reading & Language Inventory, 7/e
Lois A. Bader and Daniel L. Pearce
The Bader Reading and Language Inventory presents a much-needed, highly-authoritative model for ensuring K-12 readers’ growth, assessing the effectiveness of specific reading approaches, and diagnosing a wide range of literacy needs. In it, teachers, teachers of adult students, reading specialists, and clinicians get a flexible approach to carrying out every aspect of effective reading and learning assessment–from a quick screening through a comprehensive reading assessment. Included are personal interviews and student reflection, observations, informal and formal tests, and diagnostic teaching, plus valuable research-based tools and guides that complement the assessment model and provide a balance of assessment practice that doesn’t over-test students.
The Basic Reading Inventory is an easy-to-use, individually administrated informal reading assessment which identifies students’ strengths and weaknesses in reading. It is an all-in one package which includes all of the tools needed for students to assess, interpret, and develop responsive reading instruction for administering, scoring, and interpreting the BRI.
Although Assessment drives reading instruction, my students need to learn how to teach reading before they can assess and evaluate. Kudos to Bader & Pearce for putting together an impressive collection of informal assessments for teachers! Inventory provides a step by step process on how to evaluate various reading/language components for students.
– Joyce R. Jeewek, Professor, Benedictine University, College of Education, Lisle, IL
Lois A. Bader, Michigan State University Professor Emeritus, continues her extensive consultation and research in literacy. As Executive Director of the Capital Area Literacy Coalition (CALC) in Lansing, Michigan, she involves university students and community volunteers to extend clinical and remedial services to a wide range of clients. CALC’s ELL, GED, workplace, K-12, and adult programs are ongoing. Dr. Bader’s awards include CASE Professor of the Year, ALER Research and Scholarship Award, and Michigan Women’s Hall of Fame.
Daniel L. Pearce is Professor of Literacy Education at Texas A&M University—Corpus Christi. He is Chair of the Department of Curriculum and Instruction and Director of the PhD programs in literacy and general education. He has won awards for teaching, service, and scholarship. His interests lie in reading diagnosis, working with problem readers, reading comprehension, and school improvement projects.
Lois A. Bader, Michigan State University Professor Emeritus, continues her extensive consultation and research in literacy. As Executive Director of the Capital Area Literacy Coalition (CALC) in Lansing, Michigan, she involves university students and community volunteers to extend clinical and remedial services to a wide range of clients. CALC’s ELL, GED, workplace, K–12, and adult programs are ongoing. Dr. Bader’s awards include CASE Professor of the Year, ALER Research and Scholarship Award, and Michigan Women’s Hall of Fame.
Daniel L. Pearce is Professor of Literacy Education at Texas A&M University–Corpus Christi. He is Chair of the Department of Curriculum and Instruction and Director of the PhD programs in literacy and general education. He has won awards for teaching, service, and scholarship. His interests lie in reading diagnosis, working with problem readers, reading comprehension, and school improvement projects.
Part ONE USING THE BADER READING AND LANGUAGE
INVENTORY 1
BADER READING AND LANGUAGE INVENTORY 3
Introduction
Assessment Model
Content of the Inventory
Administering the Inventory
Preparation for Using the Inventory 5
Testing Sequences: Flowcharts
Getting Optimum Results from Testing
Summarizing the Assessment Data
Part TWO TEST BATTERY 9
STUDENT PRIORITIES AND INTERESTS
ENGLISH LANGUAGE LEARNING
GRADED WORD RECOGNITION LISTS
Purpose
Administration
USING EXPERIMENTAL WORD LISTS 25
Adult Thematic Lists
USING GRADED READER’S PASSAGES
Graded Reader’s Passages
Reading and Listening Levels
Determining a Starting Point
Oral Reading
Qualitative Analysis
Qualitative Analysis and Instruction 34
Silent Reading and Listening Comprehension
Interpreting and Summarizing the Results of the Graded Passages
Example of Testing for Instructional Level
Differences in Word List and Passages Performance
Determining Instructional Levels
Graded Reader Passages Reader Record Sheets
Oral Reading: Prepared
Oral Reading: Unprepared
Oral Reading Miscues
Silent Reading/Comprehension
PHONEMIC AWARENESS 78
Rhyme Recognition 78
Initial Phoneme Recognition 78
Ending Phoneme Recognition 78
Phonemic Manipulation 79
Blending 79
Segmenting 79
Letter Knowledge 81
Hearing Letter Names in Words 84
PHONICS AND STRUCTURAL ANALYSIS TESTS 86
Phonics 86
Structural Analysis 96
SPELLING TESTS 103
Administration 103
Interpretation 103
Summarizing Student Spelling Performance 104
Cognitive Development as a Basis for Selecting a Remedial Reading Approach 104
References 106
Diagnostic Spelling Tests 107
VISUAL AND AUDITORY DISCRIMINATION 111
Visual Discrimination Tests 111
Auditory Discrimination Tests 114
PRELITERACY AND EMERGINNG LITERACY ASSESSMENT 116
Literacy Awareness: Assessment of Beginning Concepts about Print 116
CLOZE TEST 121
ORAL LANGUAGE ASSESSMENT
Evaluation of Expression
Evaluation of Oral Language Reception
WRITING EVALUATION 134
Handwriting: Writing Letters 134
Handwriting: Writing Words in Sentences 134
Near- and Far-Point Copying 134
Writing from Dictation 134
Expressing Ideas in Writing 134
ARITHETIC TEST 137
Purpose 137
Administration 137
Scoring and Interpretation
CURRICULUM BASED ASSESSMENT
Description 140
Purposes 140
Construction 140
Administration 143
Scoring 143
Analysis 144
PART THREE RECORDING, SUMMARIZING, INTERPRETING
145
INSTRUCTOR’S RECORDS: K-12 153
CASE STUDY: JACKIE 156
Getting Started 156
Home and Family Resources 156
Ruling Out Problems and Developing a Diagnostic Plan 156
Analyzing Reading Abilities 157
Finding Specific Needs 157
Summarizing the Findings; Making Recommendations 158
Case Analysis 158
Referrals: Case Excerpts 159
Part FOUR DEVELOPMENT OF THE INVENTORY: VALIDITY AND REALIBILITY
DEVELOPING AND VALIDATING THE INVENTORY
The Graded Word Lists
Validity of the Graded Word Lists
The Graded Reader’s passages
Recall and Question Construction
Assessing Text Structure
Reliability
Validity
Fluency and Rate
Instructional Level
Other Inventory Subtests and Checklists
Emergent Literacy
Phonemic Awareness and Manipulation
Curriculum Based Assessment
English Language Assessment
References and Suggested Readings
Part Five DIRECTIONS FOR THE DVD
Getting Started
Using the DVD
Scored Examiners Sheets from the DVD
Examiner Forms for the 7th edition
Part Six READER’S PASSAGES
The Bader Reading and Language Inventory presents a much-needed, highly authoritative model for ensuring K—12 readers’ growth, assessing the effectiveness of specific reading approaches, and diagnosing a wide range of literacy needs. In it, teachers, teachers of adult students, reading specialists, and clinicians get a flexible approach to carrying out every aspect of effective reading and learning assessment–from a quick screening through a comprehensive reading assessment. Included are personal interviews and student reflection, observations, informal and formal tests, and diagnostic teaching, plus valuable research-based tools and guides that complement the assessment model and provide a balance of assessment practice that doesn’t over-test students.
Examiners gain flexibility in obtaining information for ensuring a reader’s growth, assessing the effectiveness of specific reading approaches, and diagnosing a wide range of literacy needs.
Teachers, reading specialists, and clinicians turn to this comprehensive reading and language inventory to carry out every aspect of effective reading and learning assessment–from a quick screening through a comprehensive reading assessment. The design of the inventory allows examiners the flexibility to obtain information for measuring a reader’s growth, assessing the effectiveness of specific reading approaches, and diagnosing a wide range of literacy needs. The assessment model includes personal interviews and student reflection, observations, informal and formal tests, and diagnostic teaching, plus valuable research-based tools and guides that complement the assessment model and provide a balance of assessment practice that doesn’t over-test students. The materials in the Bader Reading and Language Inventory can be used to assess students at a wide range of ages, from preschool children through adults.
The new Seventh Edition features important updates and revisions to the graded passages, including two sets of passages, an elementary set and a secondary/adult set; a second form of graded passages offering greater range from which the evaluator can choose; revisions to the subtests and graded word list test; updating for relevance for use with ELL children and adults; and an updated DVD and instructor forms.
Teachers and evaluators are armed with a vast array of assessment tools to use with students including interest inventories and checklists; English Language screening; word recognition lists; graded reading passages; phonics and structural analysis tests; spelling tests; visual and auditory discrimination tests; preliteracy and emerging literacy tests; cloze tests; instructions for evaluating oral and written language expression, oral language reception, and handwriting; and instructions for open book reading assessments. The variety of tools offers a great deal of flexibility to determine readers’ literacy levels, plan instruction, or make referrals.
Examiners learn the appropriate testing sequence for Quick Screening through flowcharts illustrating Adult literacy tests and diagnostic testing.
Readers learn from the examples of thousands who have been tested using the validity and reliability data included in Part IV of the book.
Teachers have opportunities to create their own student booklets or use individual word lists or pages with the Readers’ Passages included in the back of the book.
Additional information
| Dimensions | 0.60 × 8.70 × 10.80 in |
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| Subjects | higher education, EDU046000, Vocational / Professional Studies, Teacher Education, Literacy TED, Reading Assessment-Diagnosis-Remediation |
