Content Area Reading Assessment: A Formative Measure of the Common Core State Standards (Paperback)
  • Content Area Reading Assessment: A Formative Measure of the Common Core State Standards (Paperback)

Content Area Reading Assessment: A Formative Measure of the Common Core State Standards (Paperback)

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Paperback 480 Pages / Published: 16/10/2014
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This informative new book gives pre- and in-service teachers valuable help for assessing reading comprehension and meeting the needs of adolescent learners in the age of the Common Core State Standards. The Content Area Reading Assessment (CARA) is a formative, group-administered assessment of reading comprehension that teachers can use to determine students' abilities to answer questions based on the Common Core State Standards (CCSS) for English Language Arts and Literacy (ELA) in Content Areas. CARA is comprised of literature, social studies, and science passages taken from representative textbooks at grades four through high school.

Publisher: Pearson Education (US)
ISBN: 9780132596466
Number of pages: 480
Weight: 903 g
Dimensions: 276 x 216 x 15 mm


The research, piloting, and explanation of all aspects of the CARA are there. The rationale is convincing and clear. Directions for administering the test are sound and easy to follow. As a formative test, the authors may just have struck gold.

I would definitely recommend that all my ELA colleagues purchase and read this text so we could, as a school, utilize the CARA. The book and assessment are very valid, and if all of the staff could utilize the same assessment, it would help teachers to better serve our students. -- Lynette Miller, Licking Heights Central Middle School (OH)

I feel that the authors have offered an interesting new approach to literacy assessment that will be of interest to teachers in this era of Common Core standards-based instruction.

I read this through three lenses. First, thinking of my undergraduate students who had very little background with the content and would need a detailed explanation, second thinking of my content area teachers who are resistant to teaching reading and administering a reading assessment, and third thinking of the veteran teachers in my graduate classes who are having to rethink what they may have been told about issues such as prior knowledge, etc. It is appropriate for all three audiences. -- Dr. Beth Pendergraft, Georgia Regents University

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