Assessment of Reading and Writing Difficulties: An Interactive Approach Plus MyEducationLab with Pearson eText -- Access Card Package

ALERT: Before you purchase, check with your instructor or review your course syllabus to ensure that you select the correct ISBN. Several versions of Pearson's MyLab & Mastering products exist for each title, including customized versions for individual schools, and registrations are not transferable. In addition, you may need a CourseID, provided by your instructor, to register for and use Pearson's MyLab & Mastering products.   Packages Access codes for Pearson's MyLab & Mastering products may not be included when purchasing or renting from companies other than Pearson; check with the seller before completing your purchase.   Used or rental books If you rent or purchase a used book with an access code, the access code may have been redeemed previously and you may have to purchase a new access code.   Access codes Access codes that are purchased from sellers other than Pearson carry a higher risk of being either the wrong ISBN or a previously redeemed code. Check with the seller prior to purchase.   --This new edition of one of the most respected and well-known texts in the field is a “must-have” resource for any teacher’s library. It presents an interactive perspective on reading and writing ability and disability, with an emphasis on understanding and addressing learners’ difficulties in relation to the instructional context. Completely updated throughout, An Interactive Approach to the assessment of Reading and Writing Difficulty, 5/e gives readers an extensive, in-depth, and up-to-date treatment of current research and best practices in reading assessment, diagnosis, and remediation.   0132900947 / 9780132900942  Assessment of Reading and Writing Difficulties: An Interactive Approach Plus MyEducationLab with Pearson eText -- Access Card Package, 5/e Package consists of:   0132685787 / 9780132685788   Assessment of Reading and Writing Difficulties: An Interactive Approach 0132908875 / 9780132908870   NEW MyEducationLab with Pearson eText - Standalone Access Card

Table of Contents:
SECTION 1    Theory into Practice 1 Chapter 1 Perspectives on Reading and Writing Ability Chapter 2 An Interactive View of Reading and Writing SECTION 2    Getting Started with the Assessment Instruction Process Chapter 3    Reading and Writing Disability and the Assessment-Instruction Process Chapter 4 Using Data to Understand Groups of Students and Identify Students for a Closer Look SECTION 3    Evaluating the Context Chapter 5 Evaluating the Instructional Environment/Context, Co-authored with Nancy DeFrance Chapter 6 Instructional Resources Co-authored with Nancy DeFrance SECTION 4    Evaluating the Learner Chapter 7 Assessing Young Readers and Writers Chapter 8 Structured Inventories, Benchmark and Progress Monitoring Assessments Chapter 9 Formative and Diagnostic Assessment SECTION 5    Interactions: Assessment and Instruction as Inquiry Chapter 10    Interactive Decision Making and Continuous Progress Monitoring

About the Author :
Marjorie Y. Lipson is professor emerita at the University of Vermont. Prior to receiving her doctorate at the University of Michigan, she taught elementary school in a Spanish-English bilingual setting in the Midwest and for several years in Washington, D.C. Her scholarship has focused on reading comprehension, reading difficulties, and factors influencing literacy success.  She is still involved with the Vermont Reads Institute, a consortium of research and development projects focused on improving literacy achievement in grades K-12.    Professor Lipson’s collaborations with dozens of schools and school districts have had a significant impact over the past decade. She is the author of Teacher Reading Beyond the Primary Grades (2007) and coeditor, with Karen Wixson, of Successful Approaches to RTI (IRA, 2010).  She has published articles in many journals including The Reading Teacher, Language Arts, Reading Research Quarterly, and The Elementary School Journal.  She has served on editorial boards for journals such as Language Arts, and the Journal of Literacy Research; has been a member of the board of directors of the National Reading Conference and an active member of the International Reading Association for 25 years.  She has also been active in international work, having spent time working with teachers in both Ghana and Tanzania and helping to inform literacy practices in the Republic of Georgia.     Karen K. Wixson is Professor and Dean of the School of Education at University of North Carolina Greensboro.  Previously she was Professor of Education at the University of Michigan where she served as Dean from 1998-2005.  Prior to receiving her doctorate in reading education at Syracuse University, she worked as both a remedial reading specialist and a learning disabilities teacher. Dr. Wixson has published widely in the areas of literacy curriculum, instruction, and assessment in books including Successful Approaches to RTI, which she co-edited for the International Reading Association (IRA) with Dr. Lipson, and other publications such as Reading Research Quarterly, The Reading Teacher, Elementary School Journal, Review of Research in Education, and the Handbook of Reading Research. She has been a long-time consultant to the National Assessment of Educational Progress (NAEP) reading tests, and served as a member of the extended work for the Common Core ELA standards.  She has served as a member of the Board of Directors of the Literacy Research Association (formerly the National Research Conference) and IRA and, with Dr. Lipson, as Co-chair of the IRA Commission on RTI.