Free PDF Adolescent Literacy Inventory, Grades 6-12 By William G. Brozo, Peter P. Afflerbach
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Adolescent Literacy Inventory, Grades 6-12 By William G. Brozo, Peter P. Afflerbach
Free PDF Adolescent Literacy Inventory, Grades 6-12 By William G. Brozo, Peter P. Afflerbach
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- Amazon Sales Rank: #351497 in Books
- Published on: 2010-03-06
- Original language: English
- Number of items: 1
- Dimensions: 10.80" h x 1.50" w x 9.60" l, 2.91 pounds
- Binding: Spiral-bound
- 696 pages
Review
“I really love [these are the things] about the assessment:
1. The texts allow for 6-12 assessments.
2. The texts are the types of texts we should be reading in our classrooms (and our lives).
3. There is assessment for content area literacy at each level.
4. There is some scaffolding for teachers who do not have a literacy background.”
- Martha Templeton, Secondary Literacy Coordinator, Northwest Georgia RESA
From the Back Cover
Helps teachers understand student reading as it develops!
The Adolescent Literacy Inventory is a revolutionary new assessment tool that makes it possible for middle and high school teachers to learn more about their students’ reading and writing abilities than ever before. Created by two premier adolescent literacy and literacy assessment experts, the ALI uses passages from actual science, social, studies, English/Language Arts, and math textbooks, allowing teachers and literacy specialists to efficiently diagnose students’ academic literacy abilities. The ALI provides teachers with information not only on reading skill and strategy but also on how students use these in content areas, so teachers can determine the most appropriate text adaptations and instructional strategies for their students.
Features of the book include:
- Focuses on adolescent literacy.
- Comprised of assessment passages from actual textbooks for grades 6-12.
- Offers teachers several assessment options, including an interactive assessment option.
- Includes a “decision tree” that prompts teachers to ask what information they desire about each student, their level of experience and knowledge, and then tailors the most appropriate assessment option.
- The “cloze-maze” approach to passage placement allows for extremely accurate placement decisions.
The Adolescent Literacy Inventory allows pre-service, in-service, and reading specialists to determine the best assessment path for each student.
Allows for the assessment of the five pillars of reading
· The versatile ALI provides options for assessing phonics, phonemic awareness, fluency, vocabulary, and comprehension with content text.
About the Author
Dr. William G. Brozo was a co-investigator on a Carnegie Grant team that compiled an important report on best practice in adolescent literacy (Principled Practices for Adolescent Literacy: A Framework for Instruction and Policy, Erlbaum). He is a member of the Adolescent Literacy Committee, and member of the PISA/PIRLS Task Force responsible for analyzing international reading assessments. His other Pearson Education books include Content Literacy for Today’s Adolescents: Honoring Diversity and Building Competence, 50 Content Area Strategies for Adolescent Literacy, and Supporting Content Area Literacy with Technology: Meeting the Needs of Diverse Learners. He has taught reading and language arts in junior and senior high school in the Carolinas and is currently Professor of Literacy in the Graduate School of Education at George Mason University.
Dr. Peter Afflerbach is a Professor in the Reading Center, Department of Curriculum and Instruction at the University of Maryland at College Park. His most recent book is Understanding and Using Reading Assessment, K-12 (International Reading Association). His research interests include literacy assessment, the alignment of reading assessment with standards for reading and the strategies that readers use to understand text. His research has been published in numerous theoretical and practical journals. He is a past editor of the Reading Assessment column in The Reading Teacher, and he serves on the Editorial Advisory Boards of The Reading Teacher, Reading Research Quarterly, and Journal of Educational Psychology. He is a co-editor of the Handbook of Reading Research. Currently, he serves on the Reading Committee of the National Assessment of Educational Progress (NAEP), the Reading Framework 2009 Committee of the National Assessment of Educational Progress (NAEP) and the Reading Committee of the National Adult Literacy Survey (NALS).
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