Michael C. McKenna, PhD, is Thomas G. Jewell Professor of Reading at the University of Virginia. He has authored, coauthored, or edited 23 books and more than 100 articles, chapters, and technical reports on a range of literacy topics. His research has been sponsored by the National Reading Research Center and the Center for the Improvement of Early Reading Achievement. Dr. McKenna is a corecipient of the Literacy Research Association’s Edward Fry Book Award and the American Library Association’s Award for Outstanding Academic Books. His research interests include reading assessment, comprehension in content settings, reading attitudes, technology applications, and beginning reading.
Katherine A. Dougherty Stahl, EdD, is Clinical Associate Professor of Reading at New York University, where she serves as Director of the Literacy Program and teaches graduate courses. In addition to teaching in public elementary school classrooms for over 25 years, Dr. Stahl has extensive experience working with struggling readers in clinical settings. Her research focuses on reading acquisition, struggling readers, and comprehension. Her books include Reading Assessment in an RTI Framework (coauthored with Michael C. McKenna). She is a recipient of the Jeanne Chall Visiting Researcher Award from Harvard University and the Teaching Excellence Award from the Steinhardt School of Culture, Education, and Human Development at New York University.
1. Introduction to Reading Assessment 2. General Concepts of Assessment 3. Informal Reading Inventories and Other Measures of Oral Reading 4. Emergent Literacy 5. Word Recognition and Spelling 6. Fluency 7. Vocabulary 8. Comprehension 9. Strategic Knowledge 10. Affective Factors 11. Preparing a Diagnostic Reading Report Appendix. Case Studies References