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Reading diagnosis and improvement: assessment and instruction

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Bibliographic Details
Main Authors:	Opitz, Michael F. (Author), Rubin, Dorothy (Author), Erekson, James A. (Author)
Format:	Book
Language:	English
Published:	Boston ; Munich [u.a.] Pearson 2011
Edition:	6. ed.
Subjects:	Reading Reading > Ability testing Reading > Remedial teaching Förderunterricht Lesenlernen
Links:	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024475997&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
Item Description:	Includes bibliographical references and index
Physical Description:	XXIV, 455 S. Ill. 26 cm
ISBN:	9780137056392 0137056397

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MARC


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Record in the Search Index

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adam_text	IMAGE 1 PART 1 SETTING THE STAGE 1 WHAT IS READING DIAGNOSIS AND IMPROVEMENT? 1 2 TEACHING FOR READING DIAGNOSIS AND IMPROVEMENT 16 3 DEVELOPING A KNOWLEDGE BASE ABOUT ASSESSMENT, MEASUREMENT, AND EVALUATION 33 4 FACTORS THAT AFFECT READING PERFORMANCE 43 PART 2 ASSESSING READING 61 5 USING INFORMAL ASSESSMENT TECHNIQUES ACROSS THE GRADES 61 6 USING STANDARDIZED TESTS ACROSS THE GRADES 91 7 ASSESSING AND TEACHING EARLY LITERACY 103 8 LISTENING IN ON STUDENTS ORAL READING 147 VI IMAGE 2 BRIEF CONTENTS VII PART 3 READING CONTENT AND INSTRUCTION 182 9 USING TEXTS TO HELP CHILDREN ADVANCE AS READERS 182 10 HELPING CHILDREN COMPREHEND 208 11 HELPING CHILDREN ACQUIRE AND APPLY VOCABULARY 254 12 HELPING CHILDREN APPLY PHONICS 285 13 LEARNING STRATEGIES AND STUDY SKILLS 315 14 PARTNERING WITH PARENTS 337 15 PUTTING IT ALL TOGETHER 349 APPENDIX A CONSTRUCTING AN IRI 357 APPENDIX BINFORMAL READING INVENTORY 361 APPENDIX C TEACHER S RESOURCE GUIDE OF LANGUAGE TRANSFER ISSUES FOR ENGLISH LANGUAGE LEARNERS 407 APPENDIX D RESPONSE TO INTERVENTION: GUIDING PRINCIPLES FOR EDUCATORS FRAM THE INTERNATIONAL READING ASSOCIATION, 2010 421 GLOSSARY 427 NAME INDEX 433 SUBJECT INDEX 441 IMAGE 3 CONTENTS PREFACE XIX PART 1 SETTING THE STAGE 1 WHAT IS READING DIAGNOSIS AND IMPROVEMENT? SCENARIO: A READING DIAGNOSIS AND IMPROVEMENT PROGRAM INACTION 2 CHAPTER OBJEETIVES 2 WHAT IS READING DIAGNOSIS AND IMPROVEMENT? 2 WHAT IS DIAGNOSIS? 3 TEN PRINEIPLES OF DIAGNOSIS 3 WHAT IS A DIAGNOSTIE PATTERN? 4 WHAT IS RESPONSE TO INTERVENTION (RTI)? 4 WHAT IS BALANEED READING? 5 SCENARIO: BALANCED READING 5 WHAT IS DEVELOPMENTAL READING? 5 WHAT IS REMEDIAL READING? 6 WHAT IS READING? 6 HOW IS READING A TOTAL IN TEGRA TIVE PROEESS? 7 WHAT ARE CHARACTERISTICS OF GOOD READERS? 8 WHAT ARE MODELS OF THE READING PROEESS? 10 WHO ARE ENGLISH LANGUAGE LEARNERS? 11 WHAT ARE AGES AND STAGES OF LITERAEY DEVELOPMENT? 12 REVISITING THE OPENING SCENARIO 14 AUTHORS SUMMARY 14 SUGGESTIONS FOR THOUGHT QUESTIONS AND AETIVITIES 14 WEB SITES 14 SELEETED BIBLIOGRAPHY 15 2 TEACHING FOR READING DIAGNOSIS AND IMPROVEMENT 16 SCENARIOS: EXTREMES DON T WORK! 17 CHAPTER OBJEETIVES 18 THE ROLE OF THE TEAEHER IN READING DIAGNOSIS AND IMPROVEMENT 18 THE TEAEHER AS THE KEY TO A GOOD READING PROGRAM 18 IX IMAGE 4 X CONTENTS CHARACTERISTICS AND PRACTICES OF GOOD READING TEACHERS 20 ONGOING TEACHER IMPROVEMENT IN READING 20 TEACHER EXPECTATIONS 21 FOUR TEACHER ROLES 22 ROLE 1: PLANNER 22 ROLE 2: EXPLICIT READING TEACHER 24 ROLE 3: ORGANIZER AND MANAGER 25 ROLE 4: SELF-EVALUATOR 26 REVISITING THE OPENING SCENARIOS 30 AUTHORS SUMMARY 31 SUGGESTIONS FOR THOUGHT QUESTIONS AND AETIVITIES 31 WEB SITES 31 SELEETED BIBLIOGRAPHY 32 3 DEVELOPING A KNOWLEDGE BASE ABOUT ASSESSMENT, MEASUREMENT, AND EVALUATION 33 SCENARIO: MS. SMITH LEARNS ABOUT ASSESSMENT 34 CHAPTER OBJECTIVES 34 TESTING IN READING DIAGNOSIS 34 ASSESSMENT, MEASUREMENT, AND EVALUATION 35 CRITERIA FOR GOOD TESTS 37 REVISITING THE OPENING SCENARIO 40 AUTHORS SUMMARY 41 SUGGESTIONS FOR THOUGHT QUESTIONS AND ACTIVITIES 41 WEB SITES 41 SELEETED BIBLIOGRAPHY 41 4 FACTORS THAT AFFECT READING PERFORMANCE 43 SCENARIO: ANGELIQUE AND SARA-A STUDY IN CONTRAST 44 CHAPTER OBJECTIVES 45 DIFFERENTIATING BETWEEN EDUCATIONAL AND NONEDUCATIONAL FACTORS 45 EDUCATIONAL FACTORS 47 READING MODELS 47 INSTRUCTIONAL MATERIALS 47 THE TEACHER 48 INSTRUCTIONAL TIME 48 SCHOOL ENVIRONMENT 49 NONEDUCATIONAL FACTORS 49 HOME ENVIRONMENT 49 IMAGE 5 LANGUAGE DIFFERENCES 50 INTELLIGENCE 51 GENDER 51 PHYSICAL HEALTH 52 PERCEPTUAL FACTORS 53 EMOTIONAL WELL-BEING 57 REVISITING THE OPENING SCENARIO 58 AUTHORS SUMMARY 58 SUGGESTIONS FOR THOUGHT QUESTIONS AND AETIVITIES 59 WEB SITES 59 SELEETED BIBLIOGRAPHY 59 PART 2 ASSESSING READING 61 5 USING INFORMAL ASSESSMENT TECHNIQUES ACROSS THE GRADES 61 SCENARIO: TEACHERS TALKING 62 CHAPTER OBJECTIVES 62 AUTHENTIE, PERFORMANCE-BASED ASSESSMENT 64 RECORD KEEPING 66 PORTFOLIO ASSESSMENT 66 THE USES OF OBSERVATION 67 MAKING OBSERVATIONS OBJECTIVE 67 ANECDOTAL RECORDS 69 SCENARIO: MR. JACKSON CHECKS AND WRITES 70 CHECKLISTS 72 GROUP AND INDIVIDUAL CHECKLISTS 72 CHECKLISTS AND RATING SCALES 76 OTHER HELPFUL INFORMAL ASSESSMENT TECHNIQUES 79 INFORMAL STUDENT INTERVIEWS 79 INTEREST INVENTORIES 82 READING ATTITUDE SURVEYS 82 PROJECTIVE TECHNIQUES 84 READING AUTOBIOGRAPHY 87 REVISITING THE OPENING SCENARIO 88 AUTHORS SUMMARY 89 SUGGESTIONS FOR THOUGHT QUESTIONS AND ACTIVITIES 89 WEB SITES 89 SELECTED BIBLIOGRAPHY 90 CONTENTS XI IMAGE 6 XII CONTENTS 6 USING 8TANDARDIZED TESTS ACROSS THE GRADES 91 SCENARIO: MR. JAMES-A TEACHER WHO KNOWS THE PURPOSE OFTESTS 92 CHAPTER OBJECTIVES 92 STANDARDIZED TESTS 92 NORM-REFERENCED TESTS 92 LIMITATIONS OF NORM-REFERENCED MEASURES 93 READING SURVEY TESTS AND GENERAL ACHIEVEMENT SURVEY TESTS 93 SELECTING A STANDARDIZED TEST 95 TEST SCORE TERMINOLOGY 95 CRITERION-REFERENCED TESTS 97 LIMITATIONS OF CRITERION-REFERENCED TESTS 98 TEACHER-MADE TESTS 99 ADMINISTERING INDIVIDUAL TESTS 99 ADMINISTERING GROUP TESTS 99 DIAGNOSTIC READING TESTS 100 REVISITING THE OPENING SCENARIO 100 AUTHORS SUMMARY 100 SUGGESTIONS FOR THOUGHT QUESTIONS AND ACTIVITIES 101 WEB SITES 101 SELECTED BIBLIOGRAPHY 101 7 ASSESSING AND TEACHING EARLY LITERACY 103 SCENARIO: HELPING CHILDREN ADVANCE AS LANGUAGE LEARNERS 104 CHAPTER OBJECTIVES 104 BUILDING AN UNDERSTANDING OF EARLY LITERACY 105 AREAS OF EARLY LITERACY 106 ASSESSING EARLY LITERACY 106 PRE-READING ASSESSMENT 106 USES OF GROUP-ADMINISTERED STANDARDIZED PRE-READING ASSESSMENTS 106 SUGGESTIONS FOR CHOOSING AND USING REQUIRED PRE-READING TESTS 109 CURRENT WAYS TO ASSESS EARLY LITERACY 109 UNDERSTANDING, ASSESSING, AND TEACHING CONCEPTS 111 WHAT IS A CONCEPT? 111 HOW 00 CONCEPTS DEVELOP? 112 HOW DOES CONCEPT DEVELOPMENT RELATE TO LANGUAGE AND READING? 113 HOW CAN ORAL LANGUAGE CONCEPTS BE ASSESSED? 113 IMAGE 7 CONTENTS XIII HOW CAN PRINT CONCEPTS BE ASSESSED? 116 TEACHING ORAL LANGUAGE AND PRINT CONCEPTS 118 UNDERSTANDING, ASSESSING, AND TEACHING PHONOLOGICAL AWARENESS 123 WHAT IS PHONOLOGICAL AWARENESS? 123 HOW CAN PHONOLOGICAL AWARENESS BE ASSESSED? 124 TEACHING PHONOLOGICAL AWARENESS 124 UNDERSTANDING, ASSESSING, AND TEACHING LETTER IDENTIFICATION 128 WHAT IS LETTER IDEN TIFICA TION ? 128 HOW CAN LETTER IDENTIFICATION BE ASSESSED? 130 TEACHING LETTER IDENTIFICATION 130 UNDERSTANDING, ASSESSING, AND TEACHING WRITING 133 WHAT IS WRITING? 133 WHAT IS DEVELOPMENTAL SPELLING? 135 HOW CAN WRITING BE ASSESSED? 136 TEACHING WRITING 138 UNDERSTANDING, ASSESSING, AND TEACHING STORY SENSE 138 WHAT IS STORY SENSE? 138 HOW CAN STORY SENSE BE ASSESSED? 138 TEACHING STORY SENSE AND STORY COMPREHENSION 141 PUTTING IT ALL TOGETHER: WHO IS IN MOST NEED OF EARLY INTERVENTION? 141 WHAT IS EARLY INTERVENTION? 141 WHO IS IN MOST NEED OF EARLY INTERVENTION? 142 REVISITING THE OPENING SCENARIO 144 AUTHORS SUMMARY 144 SUGGESTIONS FOR THOUGHT QUESTIONS AND ACTIVITIES 144 WEB SITES 144 SELECTED BIBLIOGRAPHY 145 CHILDREN S LITERATURE CITED 145 8 LISTENING IN ON STUDENTS ORAL READING 147 SCENARIO: USING ORAL READING TO LEARN MORE ABOUT VICKI 148 CHAPTER OBJECTIVES 148 AN OVERVIEW OF THE INFORMAL READING INVENTORY 149 WHAT IS AN INFORMAL READING INVENTORY? 149 WHAT ARE THE PURPOSES OF AN INFORMAL READING INVENTORY? 151 DETERMINING READING AND LISTENING CAPA CITY LEVELS 151 REPORTING STUDENTS READING LEVELS 153 CODE FOR MARKING ORAL READING ERRORS 154 SCORING ORAL READING ERRORS 154 USING A DIAGNOSTIC CHECKLIST FOR ORAL AND SILENT READING 156 IMAGE 8 XIV CONTENTS ADMINISTERING AND SEORING THE IRI 156 STEP 1: ESTABLISHING RAPPORT 156 STEP 2: THE WORD RECOGNITION INVENTORY 156 STEP 3: ORAL AND SILENT READING PASSAGES 158 STEP 4: THE LISTENING CAPACITY TEST 159 WHEN IS A LISTENING CAPA CITY TEST GIVEN? 159 IRI SELEETION CRITERIA 164 AN OVERVIEW OF MISEUE ANALYSIS 167 WHAT IS MISCUE ANALYSIS AND WHAT IS ITS PURPOSE? 167 HOW CAN MISCUE ANALYSIS BE USED? 168 MODIFIED MISCUE ANALYSIS 168 AN OVERVIEW OF THE RUNNING REEORD 170 WHAT IS A RUNNING RECORD? 170 WHAT ARE THE PURPOSES OF A RUNNING RECORD? 170 HOW ARE RUNNING RECORDS AND IRIS SIMILAR? 170 HOW ARE RUNNING RECORDS AND IRIS DIFFERENT? 172 ADMINISTERING A RUNNING REEORD 172 SEORING A RUNNING REEORD 176 INTERPRETING A RUNNING REEORD 178 REVISITING THE OPENING SCENARIO 178 AUTHORS SUMMARY 180 SUGGESTIONS FOR THOUGHT QUESTIONS AND AETIVITIES 180 WEB SITES 180 SELEETED BIBLIOGRAPHY 180 PART 3 READING CONTENT AND INSTRUCTION 182 9 USING TEXTS TO HELP CHILDREN ADVANCE AS READERS 182 SCENARIO: MR. HALL S TEXT-PACKED CLASSROOM 183 CHAPTER OBJEETIVES 183 REASONS FOR USING A VARIETY OF TEXTS 184 TEXT TYPES 185 COMMERCIAL BOOKS 187 CHILDREN S LITERATURE 189 OTHER TEXTS 197 REVISITING THE OPENING SCENARIO 203 AUTHORS SUMMARY 203 IMAGE 9 CONTENTS XV SUGGESTIONS FOR THOUGHT QUESTIONS AND ACTIVITIES 203 WEB SITES 204 SELECTED BIBLIOGRAPHY 204 CHILDREN S LITERATURE CITED 205 10 HELPING CHILDREN COMPREHEND 208 SCENARIO: ALAN S COMPREHENSION 209 CHAPTER OBJECTIVES 209 BUILDING BACKGROUND ABOUT COMPREHENSION 209 COMPREHENSION 209 LISTENING COMPREHENSION 209 READING COMPREHENSION 211 READING COMPREHENSION TAXONOMIES 213 ORAL READING, FLUENCY, AND READING COMPREHENSION 214 GUIDING PRINCIPLES 215 COMPREHENSION SKILLS 215 MAIN IDEA OF A PARAGRAPH 216 FINDING THE CENTRALLDEA OF A GROUP OF PARAGRAPHS 222 DRAWING INFERENCES 225 COMPREHENSION STRATEGIES 229 ASSESSING COMPREHENSION 229 QUESTIONING AS A DIAGNOSTIC TECHNIQUE 230 CLOZE PROCEDURE 231 MAZE PROCEDURE 234 META-COMPREHENSION STRATEGY INDEX 234 TEACHING COMPREHENSION 235 THE DIRECTED READING- THINKING ACTIVITY 238 THINK ALOUD 238 REPEATED READING 239 RECIPROCAL READING INSTRUCTION 239 LITERATURE WEBBING 240 QUESTIONING STRATEGIES 240 QUESTION-ANSWER RELATIONSHIPS (QARS) 242 RE-QUEST 243 REVISITING THE OPENING SCENARIO 250 AUTHORS SUMMARY 250 SUGGESTIONS FOR THOUGHT QUESTIONS AND ACTIVITIES 251 WEB SITES 251 SELECTED BIBLIOGRAPHY 251 CHILDREN S LITERATURE CITED 252 IMAGE 10 XVI CONTENTS 11 HELPING CHILDREN ACQUIRE AND APPLY VOCABULARY 254 SCENARIO: MR. JACKSON AND VOCABULARY EXPANSION 255 CHAPTER OBJEETIVES 255 VOEABULARY DEVELOPMENT 256 AEQUIRING VOCABULARY 256 VOCABULARY CONSCIOUSNESS 257 LEVELS OF KNOWING A WORD 257 TYPES OF WORDS 258 SIGHT VOEABULARY 258 DEFINING WORD PART TERMS 258 CONTEXT CLUES 260 CATEGORIZATION 262 ANALOGIES 263 ASSESSING VOEABULARY 264 TEAEHING VOEABULARY 264 GUIDELINES FOR EFFECTIVE VOCABULARY INSTRUCTION 264 TEACHING STRATEGIES 265 REVISITING THE OPENING SCENARIO 282 AUTHORS SUMMARY 282 SUGGESTIONS FOR THOUGHT QUESTIONS AND AETIVITIES 282 WEB SITES 282 SELEETED BIBLIOGRAPHY 283 CHILDREN S LITERATURE CITED 283 12 HELPING CHILDREN APPLY PHONICS 285 SCENARIO: UNDERSTANDING JORGE 286 CHAPTER OBJEETIVES 286 PHONIES CONTENT KNOWLEDGE 287 A DEVELOPMENTAL SEQUENEE OF PHONIES 287 AUDITORY AND VISUAL DISCRIMINATION 288 CONSONANTS 289 CONSONANT BLENDS 290 VOWEL SOUNDS 291 PHONOGRAMS 295 SYLLABLES 295 ASSESSING PHONIES 295 FIVE MEANINGFUL WAYS TO ASSESS PHONICS 295 TEAEHING PHONIES 303 GUIDELINES FOR EXEMPLARY PHONICS INSTRUCTION 303 IMAGE 11 CONTENTS XVII SYNTHETIC AND ANALYTIC PHONICS INSTRUCTION 304 SEVEN WAYS TO TEACH PHONICS 306 REVISITING THE OPENING SCENARIO 312 AUTHORS SUMMARY 312 SUGGESTIONS FOR THOUGHT QUESTIONS AND AETIVITIES 312 WEB SITES 313 SELEETED BIBLIOGRAPHY 313 CHILDREN S LITERATURE CITED 314 13 LEARNING STRATEGIES AND STUDY SKILLS 315 CHAPTER OBJECTIVES 316 WHAT ARE SOME GOOD STUDY PROCEDURES? 316 BUILDING GOOD STUDY HABITS 317 HOW TO STUDY 318 SCENARIO: MODELING THE SQ3R APPROACH FOR FOURTH-GRADE STUDENTS 323 TEACHING SQ3R 324 KNOWING THE TEXTBOOK 324 CONCENTRATION 325 FOLLOWING DIRECTIONS 326 SKIMMING 327 ASKING QUESTIONS 328 READING AND WRITING AS MODES OF LEARNING 329 NOTE TAKING FOR STUDYING 329 SCENARIO: NOTE TAKING, STUDYING, AND SQ3R 329 SCENARIO: SEMANTIC MAPPING AND STUDYING 330 SUMMA RIES AS A MODE OF LEARNING 331 TEST TAKING 331 TEST- TAKING PRINCIPLES 333 THE SCHOOL MEDIA CENTER AND MEDIA LITERACY SKILLS 333 PRIMARY GRADES 334 INTERMEDIATE AND UPPER-ELEMENTARY GRADES 334 AUTHORS SUMMARY 335 SUGGESTIONS FOR THOUGHT QUESTIONS AND AETIVITIES 335 WEB SITES 335 SELEETED BIBLIOGRAPHY 336 14 PARTNERING WITH PARENTS 337 SCENARIO: DAVID S FATHER TALKS WITH MR. GONZALEZ 338 CHAPTER OBJECTIVES 338 IMAGE 12 XVIII CONTENTS PARENTALLNVOLVEMENT IN THE SCHOOLS 338 RESEARCH ON PARENTAL INVOLVEMENT IN THEIR CHILDREN S EDUCATION 339 PARENTAL INVOLVEMENT IN REGULAR SCHOOL READING PROGRAMS 341 TELEVISION, COMPUTERS, PARENTS, CHILDREN, AND READING 344 TELEVISION 344 COMPUTERS 345 REVISITING THE OPENING SCENARIO 346 AUTHORS SUMMARY 346 SUGGESTIONS FOR THOUGHT QUESTIONS AND ACTIVITIES 347 WEB SITES 347 SELECTED BIBLIOGRAPHY 347 15 PUTTING IT ALL TOGETHER 349 CHAPTER OBJECTIVES 350 SCENARIO: CASE REPORT OF CHILD 350 SCENARIO EXPLANATION 351 FIVE SCENARIOS 352 APPENDIX A CONSTRUCTING AN IRI 357 CONSTRUCTING YOUR OWN INFORMAL READING INVENTORY 357 GRADED WORD LISTS 357 GRADED ORAL AND SILENT READING PASSAGES 358 THE COMPREHENSION QUESTIONS 359 APPENDIX BINFORMAL READING INVENTORY 361 SPECIAL NOTES 363 APPENDIX C TEACHER S RESOURCE GUIDE OF LANGUAGE TRANSFER ISSUES FOR ENGLISH LANGUAGE LEARNERS 407 GRAMMAR TRANSFER ISSUES FOR TEN LANGUAGES 407 PHONICS TRANSFER ISSUES FOR SEVEN LANGUAGES 416 SOUND SYMBOL TRANSFER (PHONICS) 418 APPENDIX D RESPONSE TO INTERVENTION: GUIDING PRINCIPLES FOR EDUCATORS FROM THE INTERNATIONAL READING ASSOCIATION, 2010 421 BACKGROUND 421 GUIDING PRINCIPLES 423 GLOSSARY 427 NAME INDEX 433 SUBJECT INDEX 441
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author	Opitz, Michael F. Rubin, Dorothy Erekson, James A.
author_facet	Opitz, Michael F. Rubin, Dorothy Erekson, James A.
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contents	pt. 1. Setting the stage -- pt. 2. Assessing reading -- pt. 3. Reading content and instruction.
ctrlnum	(OCoLC)760124435 (DE-599)BVBBV039625712
discipline	Pädagogik
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publisher	Pearson
record_format	marc
spellingShingle	Opitz, Michael F. Rubin, Dorothy Erekson, James A. Reading diagnosis and improvement assessment and instruction pt. 1. Setting the stage -- pt. 2. Assessing reading -- pt. 3. Reading content and instruction. Reading Reading Ability testing Reading Remedial teaching Förderunterricht (DE-588)4017776-2 gnd Lesenlernen (DE-588)4123640-3 gnd
subject_GND	(DE-588)4017776-2 (DE-588)4123640-3
title	Reading diagnosis and improvement assessment and instruction
title_auth	Reading diagnosis and improvement assessment and instruction
title_exact_search	Reading diagnosis and improvement assessment and instruction
title_full	Reading diagnosis and improvement assessment and instruction Michael F. Opitz, Dorothy Rubin, James A Erekson
title_fullStr	Reading diagnosis and improvement assessment and instruction Michael F. Opitz, Dorothy Rubin, James A Erekson
title_full_unstemmed	Reading diagnosis and improvement assessment and instruction Michael F. Opitz, Dorothy Rubin, James A Erekson
title_short	Reading diagnosis and improvement
title_sort	reading diagnosis and improvement assessment and instruction
title_sub	assessment and instruction
topic	Reading Reading Ability testing Reading Remedial teaching Förderunterricht (DE-588)4017776-2 gnd Lesenlernen (DE-588)4123640-3 gnd
topic_facet	Reading Reading Ability testing Reading Remedial teaching Förderunterricht Lesenlernen
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024475997&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
work_keys_str_mv	AT opitzmichaelf readingdiagnosisandimprovementassessmentandinstruction AT rubindorothy readingdiagnosisandimprovementassessmentandinstruction AT ereksonjamesa readingdiagnosisandimprovementassessmentandinstruction

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