Selected References For Coaching For Effective Assessment Practice

Selected References for Coaching for Effective Assessment Practice Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press. Barr, R., Blachowitz, C. L., & Wogman-Sadow, M. (1995). Reading diagnosis for teachers: An instructional approach (3rd ed.). White Plains, NY: Longman Publishers.

Bransford, J., Brown, A., & Cocking, R. (Eds.) (2000). How people learn. Washington, DC: National Academy Press. Denton, C.A., Ciancio, D.J. & Fletcher, J.M. (2006). Validity, reliability and utility of the Observation Survey of Early Literacy Achievement. Reading Research Quarterly, 41, 834. Fuchs, D. & Fuchs, L. (2006). Introduction to response to intervention: What, why and how valid is it? Reading Research Quarterly, 41, 93-99. Gersten, R. & Dimino, J. (2006). RTI (response to intervention): Rethinking special education for students with reading difficulties (yet again). Reading Research Quarterly, 41, 99-108 Gilliam, R. & Gorman, B. (2004). Language and discourse contributions to word recognition and text interpretation: Implications of a dynamic systems perspective. In E. Silliman & L.Wilkinson (Eds.), Language and literacy learning in schools (63-97). New York: Guilford. Hart, B., & Risley, T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes Publishing Company, Inc. Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge: Cambridge University Press

International Reading Association. (2004). The role and qualifications of the reading coach in the United States: A position statement of the International Reading Association. Newark, DE: Author.. Kamhi, A. G., & Catts, H. W. (1991). Reading disabilities: A developmental language perspective. Boston, MA: Allyn and Bacon. Lipson M. Y., & Wixson, K. K. (1997). Assessment and instruction of reading and writing disability: An interactive approach (2nd ed.). New York: Addison-Wesley Educational Publishers, Inc.

Mckenna, M.C. & Stahl, S. A. (2003). Assessment for reading instruction. New York: Guilford. Morris, D. (1999). The role of clinical training in the teaching of reading. Advances in Reading/ Language Research, 6, 69-100. Olson, R. & Gayan, J. (2000). Brains, genes, and environment in reading development. In SB Neuman & D. Dickinson (Eds.) Handbook of early literacy research (81-96). New York: Guilford. Piper, T. (1998). Language and learning: The home and school years. Upper Saddle River, NJ: Prentice-Hall.

Rathvon, N. (2004). Early reading assessment. New York: Guilford Press. Roskos, K., & Walker, B. (1994). Interactive activities in reading diagnosis and teaching. NY: Macmillan. Ruddell, R., Ruddell, M., & H. Singer (Eds.) (1994). Theoretical models and processes of reading. Newark, DE: International Reading Association Shanker, J. L., & Ekwall, E. E. (1998). Locating and correcting reading difficulties (7th ed.). Upper Saddle River, NJ: Prentice-Hall, Inc. Snow, C.E., Griffin, P. & Burns, M.S. (2005). Knowledge to support the teaching of reading. San Francisco, CA: Jossey-Bass Vellutino. F. R., & Scanlon, D. M. (1987). Phonological coding, phonological awareness, and reading ability: Evidence from a longitudinal and experimental study. Merrill-Palmer Quarterly, 33, 321-363.