Peter P. Afflerbach's Books

Understanding and Using Reading Assessment, K–12, 3rd Edition

By: Peter Afflerbach

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Understanding and Using Reading Assessment, K–12, 3rd Edition

By: Peter Afflerbach

Why do we assess reading? What do we assess when we assess reading? How, where, and when do we assess reading? Reading instruction and assessment expert Peter Afflerbach addresses these questions and much more in the 3rd edition of Understanding and Using Reading Assessment, K–12. Using the CURRV model to evaluate reading assessment methods—including reading inventories, teacher questioning, performance assessment, and high-stakes reading tests—Afflerbach considers the consequences and usefulness of each method, the roles and responsibilities of key stakeholders, and the reliability and validity of the assessments. In addition, he examines four important but often overlooked aspects of reading assessment: • Assessment accommodation for English-language learners and students with special needs • Assessment of noncognitive aspects of reading, such as motivation, engagement, self-concept, and self-efficacy • The use of formative and summative assessment • The importance of self-assessment in building reading independence The book provides detailed case studies from all grade levels to illustrate reading assessment done well. It also includes 15 reproducible forms and checklists that teachers and administrators can use to optimize their reading assessment efforts. Students are expected to read increasingly complex texts and to complete increasingly complex reading-related tasks to demonstrate their growth as readers. This book offers teachers and administrators alike a clear path to helping students meet those expectations. This book is a co-publication of ASCD and ILA. New to the 3rd edition: • New chapter “Formative and Summative Assessment” • Three significantly revised chapters—Performance Assessment; Assessment Accommodation for English Learners and Students With Special Needs (“Accommodation and Reading Assessment” in 2nd edition); Assessing “the Other”: Important Noncognitive Aspects of Reading • Fifteen reproducible and downloadable forms and checklists

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Page Count

299

Publisher

ASCD

Published Date

ISBN 10

1416625011

ISBN 13

9781416625018

Reading and Learning Difficulties

By: Peter Westwood

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Reading and Learning Difficulties

By: Peter Westwood

First Published in 2005. All teachers recognise how crucial is the acquisition of good reading skills. This book will help teachers understand how pupils learn and will help them to meet those pupils' different needs through appropriate intervention. It includes: Clear explanation of different learning difficulties; Guidelines on types of assessment; Advice on how to select the best type of intervention and support. For teachers, TAs, Numeracy Co-ordinators and SENCOs.

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Page Count

146

Publisher

Routledge

Published Date

ISBN 10

1136604332

ISBN 13

9781136604331

Handbook of Reading Research, Volume V

By: Elizabeth Birr Moje,Peter P. Afflerbach,Patricia Enciso,Nonie K Lesaux

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Handbook of Reading Research, Volume V

By: Elizabeth Birr Moje,Peter P. Afflerbach,Patricia Enciso,Nonie K Lesaux

In a time of pressures, challenges, and threats to public education, teacher preparation, and funding for educational research, the fifth volume of the Handbook of Reading Research takes a hard look at why we undertake reading research, how school structures, contexts and policies shape students’ learning, and, most importantly, how we can realize greater impact from the research conducted. A comprehensive volume, with a "gaps and game changers" frame, this handbook not only synthesizes current reading research literature, but also informs promising directions for research, pushing readers to address problems and challenges in research design or method. Bringing the field authoritatively and comprehensively up-to-date since the publication of the Handbook of Reading Research, Volume IV, this volume presents multiple perspectives that will facilitate new research development, tackling topics including: Diverse student populations and sociocultural perspectives on reading development Digital innovation, literacies, and platforms Conceptions of teachers, reading, readers, and texts, and the role of affect, cognition, and social-emotional learning in the reading process New methods for researching reading instruction, with attention to equity, inclusion, and education policies Language development and reading comprehension Instructional practices to promote reading development and comprehension for diverse groups of readers Each volume of this handbook has come to define the field for the period of time it covers, and this volume is no exception, providing a definitive compilation of current reading research. This is a must-have resource for all students, teachers, reading specialists, and researchers focused on and interested in reading and literacy research, and improving both instruction and programs to cultivate strong readers and teachers.

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Page Count

606

Publisher

Routledge

Published Date

ISBN 10

1317384768

ISBN 13

9781317384762

Reading and Learning Difficulties

Approaches to Teaching and Assessment

By: Peter S. Westwood

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Reading and Learning Difficulties

Approaches to Teaching and Assessment

By: Peter S. Westwood

This book is a guide to teaching reading more effectively to a wide range of children. It presents various research-supported approaches to teaching, explains why learning problems sometimes occur, and what can be done to prevent or overcome these difficulties.-- back cover, ed.

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146

Publisher

Aust Council for Ed Research

Published Date

ISBN 10

086431390X

ISBN 13

9780864313904

Building Comprehension in Every Classroom

Instruction with Literature, Informational Texts, and Basal Programs

By: Rachel Brown,Peter Dewitz

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Building Comprehension in Every Classroom

Instruction with Literature, Informational Texts, and Basal Programs

By: Rachel Brown,Peter Dewitz

This book presents a practical model and specific unit- and lesson-planning ideas for enhancing students' reading comprehension in any 2-8 classroom. The authors provide innovative suggestions that help teachers construct a comprehension curriculum organized around literature, informational texts, or a basal reading program. Vivid case examples and vignettes bring to life ways to build the knowledge, strategies, and motivation that children need to engage with different types of texts and become proficient, enthusiastic readers. Graphic elements throughout the volume link instructional and assessment practices directly to the Common Core standards.

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Page Count

290

Publisher

Guilford Publications

Published Date

ISBN 10

1462511244

ISBN 13

9781462511242

Teaching Readers (Not Reading)

Moving Beyond Skills and Strategies to Reader-Focused Instruction

By: Peter Afflerbach

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Teaching Readers (Not Reading)

Moving Beyond Skills and Strategies to Reader-Focused Instruction

By: Peter Afflerbach

Reading instruction is too often grounded in a narrowly defined "science of reading" that focuses exclusively on cognitive skills and strategies. Yet cognition is just one aspect of reading development. This book guides K–8 educators to understand and address other scientifically supported factors that influence each student's literacy learning, including metacognition, motivation and engagement, social–emotional learning, self-efficacy, and more. Peter Afflerbach uses classroom vignettes to illustrate the broad-based nature of student readers’ growth, and provides concrete suggestions for instruction and assessment. The book's utility is enhanced by end-of-chapter review questions and activities and a reproducible tool, the Healthy Readers Profile, which can be downloaded and printed in a convenient 8 1/2" x 11" size.

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Page Count

202

Publisher

Guilford Publications

Published Date

ISBN 10

146254861X

ISBN 13

9781462548613

Teens Choosing to Read

Fostering Social, Emotional, and Intellectual Growth Through Books

By: Gay Ivey,Peter Johnston

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Teens Choosing to Read

Fostering Social, Emotional, and Intellectual Growth Through Books

By: Gay Ivey,Peter Johnston

In a sea of troubling reporting about education, teaching, reading, and the wellbeing of teens, Ivey and Johnston bring some good news that shows what happens when we stop underestimating young people. This accessible book offers an engaging account of a 4-year study of adolescents who went from reluctant to enthusiastic readers. These youth reported that reading not only helped them manage their stress, but also helped them negotiate happier, more meaningful lives. This amazing transformation occurred when their teachers simply allowed them to select their own books, invited them to read, with no strings attached, and provided time for them to do so. These students, nearly all of whom reported a previously negative relationship with reading, began to read voraciously inside and outside of school; performed better on state tests; and transformed their personal, relational, emotional, and moral lives in the process. This illuminating book leads readers on a tour of adolescents’ reading lives in their own words, offering a long-overdue analysis of students’ deep engagement with literature. The text also includes research to inform arguments about what students should and should not read and the consequences of limiting students’ access to the books that interest them through censorship. Book Features: Links young adults’ reading engagement with socio-emotional and intellectual development.Provides nuanced descriptions of teaching practices that facilitate student agency in learning.Features student voices that have been absent in debates about what is appropriate for young people to read and under what circumstances.Connects student perspectives on reading, with positive outcomes of reading, to research from other disciplines.Illuminates the breadth and depth of the responsibilities of teaching English language arts.

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Page Count

140

Publisher

Teachers College Press

Published Date

ISBN 10

0807781894

ISBN 13

9780807781890

Commonsense Methods for Children with Special Educational Needs

By: Peter Westwood

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Commonsense Methods for Children with Special Educational Needs

By: Peter Westwood

First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

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Page Count

274

Publisher

Routledge

Published Date

ISBN 10

1134427107

ISBN 13

9781134427109

Balancing Principles for Teaching Elementary Reading

By: James V. Hoffman,Peter Afflerbach,Ann M. Duffy-Hester,Sarah J. McCarthey,James F. Baumann

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Balancing Principles for Teaching Elementary Reading

By: James V. Hoffman,Peter Afflerbach,Ann M. Duffy-Hester,Sarah J. McCarthey,James F. Baumann

Offers a principled conception of reading & learning to read that considers both personal dimensions of literacy & current societal changes; summarizes key research findings on effective teaching; describes current practices; & suggests an action agenda.

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Page Count

126

Publisher

Routledge

Published Date

ISBN 10

113567972X

ISBN 13

9781135679729

Book's by Peter P. Afflerbach

Understanding and Using Reading Assessment, K–12, 3rd Edition

Understanding and Using Reading Assessment, K–12, 3rd Edition

Reading and Learning Difficulties

Reading and Learning Difficulties

Handbook of Reading Research, Volume V

Handbook of Reading Research, Volume V

Reading and Learning Difficulties

Reading and Learning Difficulties

Building Comprehension in Every Classroom

Building Comprehension in Every Classroom

Teaching Readers (Not Reading)

Teaching Readers (Not Reading)

Teens Choosing to Read

Teens Choosing to Read

Commonsense Methods for Children with Special Educational Needs

Commonsense Methods for Children with Special Educational Needs

Balancing Principles for Teaching Elementary Reading

Balancing Principles for Teaching Elementary Reading

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