Informal Reading inventory Spanish-English by Flynt and Cooter

This 1999 informal reading inventory called the “English-Espanol Reading Inventory for the Classroom” is a great tool for any teacher that has bilingual and ELL students in her/his classroom. According to the authors this IRI is intended for bilingual (Spanish-English)classroom teachers and special educators. It was constructed with native Spanish-speaking children in mind. Their focus is to provide teachers with information on how to guide the kind of teaching and classroom interventions from the results/outcome of the English-Espanol Reading Inventory for the Classroom (EERIC) in areas related to specific needs of children in bilingual or ELL classes, assessment of pre-reading skills, use of decoding strategies, reading aspects of print, focus on story elements and content elements, literal and higher order thinking/comprehension skills and miscue recording for ndetermining specific/diagnostic information for instruction. YOu can buy directly from Amazon. I give it a high rating!!!! Thumbs up.

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Claudia Rinaldi View All →

Professor Claudia Rinaldi is the Chair of the Education Program at Lasell University. Her areas of research are the implementation of the Multi-Tier System of Supports (MTSS) framework in urban settings with English learners, teacher education in bilingual special education, and diversifying the teacher pipeline. Claudia has authored peer-reviewed publications and a book for educators called Practical Ways to Engage All Struggling Readers. She lead and developed a graduate certificate program in Teaching Bilingual Students with Disabilities for general, ESL and special education teachers geared towards applying research-informed practices to the questions and processes of identifying whether it is a language difference or a learning disability. Claudia developed a college mentoring program called Pathways to Teacher Diversity for districts and teacher education programs to partner in identifying and supporting underrepresented high school students interested in teaching careers to successfully access and persist in college. She serves in various boards including the National Center for Learning Disabilities and serves as an expert for and the National Center for Intensive Interventions.

Professor Claudia Rinaldi believes that it is critical to prepare teacher leaders who may serve as advocates and allies and who will respond to the belief that all students can learn and succeed beyond barriers like culture, language, disability poverty, and marginalization in our country and globally.

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