Reading Assessment: Linking Language, Literacy, and Cognition Kindle Edition

Reading Assessment: Linking Language, Literacy, and Cognition Kindle Edition
Author: Visit ‘s Melissa Lee Farrall Page ID: B00BG215OG

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File Size: 11487 KBPrint Length: 408 pagesPublisher: Wiley; 1 edition (May 9, 2012)Publication Date: May 9, 2012 Sold by:  Digital Services, Inc. Language: EnglishID: B00BG215OGText-to-Speech: Enabled X-Ray: Not Enabled Word Wise: Not EnabledLending: Enabled Enhanced Typesetting: Not Enabled Best Sellers Rank: #758,433 Paid in Kindle Store (See Top 100 Paid in Kindle Store) #276 in Kindle Store > Kindle eBooks > Education & Teaching > Teacher Resources > Education Theory > Contemporary Methods > Language Experience Approach #544 in Kindle Store > Kindle eBooks > Health, Fitness & Dieting > Counseling & Psychology > Education & Training #754 in Books > Medical Books > Psychology > Education & Training

On Page 2 of the introduction, Dr. Farrall says she intends Reading Assessment Linking Language, Lieracy, and Cognition to be a graduate level text for a course in reading assessment or reading assessment. Reading the book makes me want to take her course.

I have been teaching reading for 25 years (out of my 35-year working life so far) — and this is probably the best book I have seen on reading. Unlike many college texts, this one clearly defines terms that would have been learned in a prerequisite course before she uses them. It reviews the history of development of whatever Dr. Farrall wants to discuss, placing things in a life-context. Dr. Farrall even dares to include humorous comments, rare in college books I have used. The end result is a useful book that is enjoyable to read.

While this book would be an excellent foundation for a course, it is also a good reference for educators because of its excellent indexing and its extensive list of additional references.

Melissa Lee Farrell has written a comprehensive book on reading assessment which even includes many great research-based ideas, suggestions, and strategies as well as, some commen sense advice like, "Never proof when you are tired." Nice to see common sense included in an academically oriented text.

PROS – The book is organized from introduction and reading theory and stages to areas that include linguistic and cultural diversity – those in charge of standardized tests would do well to note the section that indicates that academic proficiency in a second language may take 4-7 years – not the one year given currently for ESL test takers and their hard-working teachers. The book also includes statistics and test development, the role of intellectual assessment, underlying processes, etc. As you read, the book hits many of the current topics in reading assessment today, including responses to intervention and mastery and automaticity. Anyone involved in teaching reading and assessing reading will find guidance in this book that will help deepen their knowledge and help shape their instructional approach.

Cons – So why not five stars? It is a five-star text but it is dense and as said, comprehensive (like a college text for a course on reading) and most teachers have such limited time as it is, that makes getting to all the reading of this text and everything else they must do, that much harder.

It would be great if administrators purchased this book for their staff and used it for professional development sessions or if reading coaches could introduce the sections related to specific staff needs so that it gets utilized and/or implemented that much sooner. That’s not to say that individual teachers shouldn’t have their own copy, just that individual teachers would benefit from institutional support of this book.

Overall, I think is a nice comprehensive book. I like the author’s integrated approach that explores the complex components of reading and tries to tie them together. The instructions to the people administering the tests she described are important and well thought out. I understand the criticism that other reviewers gave about the old resources, but I found it well researched; I think the issue lies in the fact that the tests that schools use are quite old so she cites the research related to that, but I also felts she included plenty of more recent research and literature in her resources section.

Overall, a good comprehensive book that is useful for someone who is working and doing reading assessment and coaching with children.

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