Bader Reading & Language Inventory, 7th edition
Published by Pearson (October 18, 2012) © 2013
- Lois A. Bader Michigan State University, Emeritus
- Daniel L. Pearce
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Teachers and evaluators are armed with a vast array of assessment tools to use with students including interest inventories and checklists; English Language screening; word recognition lists; graded reading passages; phonics and structural analysis tests; spelling tests; visual and auditory discrimination tests; preliteracy and emerging literacy tests; cloze tests; instructions for evaluating oral and written language expression, oral language reception, and handwriting; and instructions for open book reading assessments. The variety of tools offers a great deal of flexibility to determine readers' literacy levels, plan instruction, or make referrals.
Examiners learn the appropriate testing sequence for Quick Screening through flowcharts illustrating Adult literacy tests and diagnostic testing.
Readers learn from the examples of thousands who have been tested using the validity and reliability data included in Part IV of the book.
Teachers have opportunities to create their own student booklets or use individual word lists or pages with the Readers’ Passages included in the back of the book.
This new Seventh Edition of the Bader Reading and Language Inventory features some important updates and revisions to the graded passages, including two sets of passages, an elementary set and a secondary/adult set; a second form of graded passages offering greater range from which the evaluator can choose; revisions to the subtests and graded word list test; updating for relevance for use with ELL children and adults; and an updated DVD and instructor forms.
More accurate assessment and quicker screening of readers is made possible through the revised Graded Word List Test.
Pre- and post-testing of students in the elementary grades–plus alternative choices of passages in cases where retesting is required–is accomplished through an added Form B for the Elementary set of Graded Reader Passages.
Pre- and post-testing of secondary and adult learners–plus alternative choices of passages in cases where retesting is required–is accomplished through an added Form B for the Secondary/Adult set of Graded Reader Passages.
Teachers have access to more appropriate reading material for elementary aged students–and thereby more accurate assessment of students and more accurate placement in reading materials–through the inclusion of new fiction and non-fiction passages in the Elementary set of Graded Reader Passages.
Assessment information can now be kept in one location, instead of with each individual passage, with the new reading evaluation sheets for oral and silent reading.
More accurate assessment of silent reading is made possible through the new and updated silent reading rates for elementary students.
Examiners have a wider range of examples to show students using the revised DVD that includes new and updated silent reading rates for elementary students.
Examiners have a wider range of examples to show teachers of secondary level students and adult learners using the revised DVD that includes new and updated silent reading rates for secondary and adult students.
Examiners have improved access to the necessary forms, which they can run off on a printer connected to a computer, using the forms included on the revised DVD.
Part ONE USING THE BADER READING AND LANGUAGE
INVENTORYÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â 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 BATTERYÂ Â Â Â Â Â Â Â Â Â Â Â Â 9
STUDENT PRIORITIES AND INTERESTS
ENGLISH LANGUAGE LEARNING
GRADED WORD RECOGNITION LISTS
           Purpose
                   Administration
USING EXPERIMENTAL WORD LISTSÂ Â Â Â Â Â 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
Â
PHONEMIC AWARENESSÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â 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 TESTSÂ Â Â Â 86
         Phonics                                   86
         Structural Analysis               96
SPELLING TESTSÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â 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 DISCRIMINATIONÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â 111
         Visual Discrimination Tests 111
         Auditory Discrimination Tests               114
PRELITERACY AND EMERGINNG LITERACY ASSESSMENTÂ Â Â Â Â Â Â Â Â Â Â Â Â Â 116
         Literacy Awareness: Assessment of Beginning Concepts about Print       116
CLOZE TESTÂ Â Â Â Â Â Â 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 TESTÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â 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, INTERPRETINGÂ Â Â Â
145
INSTRUCTOR’S RECORDS: K-12 153
CASE STUDY: JACKIEÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â 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 7th edition
Part Six READER’S PASSAGES
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.
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