This is the only reading inventory on the market to support the treatment of reading as a thinking process through questions and assessments that measure not only readers' abilities to recall facts, but also whether they can inference logical conclusions and respond critically to those conclusions. The text includes both narrative and expository readers' passages for use with pre-K readers through readers in grade 12; and is written in an accessible, inviting style. Through the use of longer passages, multi-level assessments, and case studies, the authors provide a truly effective means to secure a differential analysis of a child's reading comprehension performance.
Access and Use
Bucci, C., & Saint Joseph's University. (n.d.). A Case Study of a Student's Journey Toward Thoughtful Response to Text. Retrieved June 1, 2020, from https://www.tandfonline.com/doi/full/10.1080/10573569.2013.789781
Nilsson, N. L. (2011, November 9). International Literacy Association Hub. Retrieved June 1, 2020, from https://ila.onlinelibrary.wiley.com/doi/abs/10.1598/RT.61.7.2
Applegate, M. D., Applegate, A. J., & Modla, V. B. (2009). “She’s My Best Reader; She Just Can’t Comprehend”: Studying the Relationship between Fluency and Comprehension. Reading Teacher, 62(6), 512–521. https://eric.ed.gov/?id=EJ833705
Applegate, M.D., Quinn, K.B.,&Applegate, A.J. (2008). The critical reading inventory: Assessing students' reading and thinking(2nd ed.).Upper Saddle River, NJ: Pearson Education.