The Bader Reading and Language Inventorypresents 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 assessmentfrom 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.

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 7^th edition

Part Six READER’S PASSAGES