Comprehension questions follow the reading of each paragraph. This paper describes the Basic Reading Inventory, an individually administered informal reading test composed of a series of word lists and graded paragraphs which the child reads aloud to the teacher. : Distributed by ERIC Clearinghouse, 1974 DOI:10.Manual for Administering, Scoring, and Using the Basic Reading Inventory (Revised and Enlarged) / Jerry L. ![]() Assessment for Effective Intervention, 41(2), 109-126. Teachers’ and students’ views of reading fluency: Issues of consequential validity in adopting one-minute reading fluency assessments. Pre- and in-service teachers reading and discussing informational texts: Implications for preparing teachers to meet the Common Core. International Journal of Disability, Development, and Education, 65(3), 304-317.ĭeeney, T. Parents’ Perspectives on Surf Therapy for Children with Disabilities. Research report prepared for The Collaborative. Advancing a Shared Understanding of Personalized Learning: Insights from Eight Middle School Classrooms in Rhode Island. Keengwe (Ed.), Handbook of Research on Social Justice and Equity in Education (p.p. Equitable teaching practices in higher education: Key insights from the literature. Literacy Research and Instruction.Īrgus, S., Vaccaro, A., Coiro, J., Hos, R., & Deeney, T. ![]() ![]() Literacy Clinics During COVID-19: Voices that Envision the Future. Laster, B., Butler, M., Waller, R., Vasinda, S., Hoch, M., Orellana, P., Rhodes, J., Deeney, T., Scott, D.B., Gallagher, T., Cavendish, L., Milby, T., Rogers, R., Johson, T., Msengi, S., Dozier, C., Huggins, S., & Gurvitz, G. Current Issues in Technology and Teacher Education. Literacy Clinics during COVID-19: Pivoting and Imagining the Future (in press). To appear in Journal of Teacher Education, 72(5). Family perspectives of university reading clinic/literacy lab experiences for their children: what matters. Literacy Research: Theory, Method, and Practice.ĭeeney, T., Dozier, C., Laster, B., Huggins, S., Gallagher, T., Waller, R., Hoch, M., Gurvitz, D., Msengi, S., McAndrews, S., Rhodes, J., Milby, T., Cavendish, L., Gray, E., McCarty, R., & Ferrara, P. Reimagining family engagement in online literacy clinics during the pandemic. Rogers, R., Dozier, C., Deeney, T., Elias, M., Huggins, S., Jorge, L., Ferris A., & Msengi, S. ![]() Deeney has been involved in professional organizations, and most currently serves as the co-chair of the Reading Clinic/Literacy Lab Study Group of the Literacy Research Association and is on the editorial review board of The Reading Teacher, published by the International Literacy Association. She has worked extensively with teachers, coaches, and principals in urban schools, and was awarded the Jerry Johns Outstanding Reading Teacher award by the International Literacy Association in 2015.ĭr. Deeney’s research focuses on clinical teacher preparation, family engagement and perspectives, and assessment and instructional practices for students who struggle with school-based literacy. Terry Deeney is Professor of literacy education and coordinator of the Master of Arts in Education/Reading Education and the Graduate Certificate in Dyslexia Knowledge and Practice programs at the University of Rhode Island, where she teaches courses in literacy/reading at the undergraduate and graduate levels.ĭr.
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