Focus on Reading Assessment:
Recommended Reading

Books

Click on a title to find a detailed description, and to browse contents and sample chapters.

Diagnostic Literacy Assessments and Instructional Strategies: A Literacy Specialist’s Resource, by Stephanie L. McAndrews  NEW!

A Practical Guide to Reading Assessments

Practical Steps for Informing Literacy Instruction: A Diagnostic Decision-Making Model, by Michael W. Kibby

Reading Assessment: Principles and Practices for Elementary Teachers (2nd ed.), edited by Shelby J. Barrentine and Sandra M. Stokes

Strategies for Reading Assessment and Instruction: Helping Every Child Succeed (third edition)

Understanding and Using Reading Assessment, K–12, by Peter Afflerbach  

Using Metacognitive Assessments to Create Individualized Reading Instruction, by Susan E. Israel  

Using Rubrics to Improve Student Writing, Kindergarten, by Sally Hampton, Sandra Murphy, and Margaret Lowry  NEW!

Using Rubrics to Improve Student Writing, Grade 1, by Sally Hampton, Sandra Murphy, and Margaret Lowry  NEW!

Using Rubrics to Improve Student Writing, Grade 2, by Sally Hampton, Sandra Murphy, and Margaret Lowry  NEW!

Using Rubrics to Improve Student Writing, Grade 3, by Sally Hampton, Sandra Murphy, and Margaret Lowry  NEW!

Using Rubrics to Improve Student Writing, Grade 4, by Sally Hampton, Sandra Murphy, and Margaret Lowry  NEW!

Using Rubrics to Improve Student Writing, Grade 5, by Sally Hampton, Sandra Murphy, and Margaret Lowry  NEW!

Books—More titles

Browse through the recommended reading archives to see more titles on this topic.

Articles

Selections from recent issues of The Reading Teacher, the leading literacy journal for classroom teachers of children from preschool to age 12:

“Revisiting the role of miscue analysis in effective teaching,” by Michael C. McKenna and Michelle Cournoyer Picard (Dec. 2006; vol. 60, no. 4)

“Assessment can be friendly!,” by Michael F. Opitz and Michael P. Ford (May 2006; vol. 59, no. 8)

“QAR: Enhancing comprehension and test taking across grades and content areas,” by Taffy E. Raphael and Kathryn H. Au (Nov. 2005; vol. 59, no. 3)

“How well does assessment inform our reading instruction?” by Michael C. McKenna and Sharon Walpole (Sept. 2005; vol. 59, no. 1)

From the Journal of Adolescent & Adult Literacy:

“Assessing adolescents’ motivation to read,” by Sharon M. Pitcher et al. (Feb. 2007; vol. 50, no. 5)

“Evaluating the interventions for struggling adolescent readers,” by Douglas Fisher and Gay Ivey (Nov. 2006; vol. 50, no. 3)

“Standardized students: The problems with writing for tests instead of people,” by Bronwyn T. Williams (Oct. 2005; vol. 49, no. 2)

From Reading Research Quarterly, the field’s leading scholarly journal:

“Vocabulary assessment: What we know and what we need to learn,” by P. David Pearson, Elfrieda H. Hiebert, and Michael L. Kamil (April/May/June 2007; vol. 42, no. 2)

“Validity, reliability, and utility of the Observation Survey of Early Literacy Achievement,” by Carolyn A. Denton, Dennis J. Ciancio, and Jack M. Fletcher (Jan./Feb./March 2006; vol. 41, no. 1)

“Required national, regional, and state testing programs” (July/August/September 2005; vol. 40, no. 3)  FREE!

Articles—More titles

Find more articles on reading assessment from the Journal of Adolescent & Adult Literacy, Reading Research Quarterly, and The Reading Teacher in the recommended reading archives. In addition, the archives includes articles on reading assessment from Reading Today, IRA’s membership newspaper, as well as from Reading Online, IRA’s freely available e-journal, which published original features and peer-reviewed articles from May 1997 until June 2005.