Canadian Adult Reading Assessment

The Canadian Adult Reading Assessment (CARA) provides placement and diagnostic information and identifies reading patterns, enabling you to choose effective teaching strategies. The Instructor's Manual and CD-ROM provide step-by-step instructions and interactive exercises on how to administer, score and interpret CARA. As well, this manual contains the word list, 49 graded passages that range in readability from Grades 1 to 12 and comprehension questions. The Student's Assessment Booklet contains a graded word list and 49 passages. Parallel forms are available, enabling you to administer tests and post-tests with confidence. (Alternate-form reliability was established by piloting CARA with over 1500 ABE students.) Please note that CARA is designed for individual testing situations rather than group testing. You need to purchase only one copy of this test, as passages and questions can be photocopied.

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This research report describes a range of adult literacy assessment practices across Canada and in the U.S., Australia, England and Scotland and will be of great interest to adult literacy practitioners, assessors, program coordinators and policy makers. Areas covered in the essay include; Assessment Practices in Adult Literacy and Upgrading programs; those related to accreditation, secondary school completion; Grade 12; GED in Canada and in the countries mentioned above, in addition there is a short section on ESL Assessment practices in Canada and in the other countries. The essay also includes a review of literature focussed on trends in assessment practices for adults, general recommendations for the assessment of adults and future assessment development. Finally there is an extensive list of references for further reading. Table of contents: * Assessment practices in adult literacy and upgrading classes (Canadian literacy assessment practices. Literacy assessment practices abroad) * Assessment practices for immigrants (ESL - English as a Second Language Assessment. ESL assessment practices abroad. Assessment practices related to accreditation) * Assessment practices for secondary school completion (Guide 12 assessment practices. General educational development - GED - assessment practices. Academic and career entrance, academic upgrading, assessment practices. Secondary school assessment practices abroad) * Assessment practices in post-secondary education * Assessment practices in apprenticeship training * Pre-training assessment practices * Assessment practices in workplace-based education * Trends in assessment practices for adults (Common assessment of core skills. Combination of formal and informal assessment tools. Prior learning assessment and recognition) * General recommendations for the assessment of adults (Future assessment development).

This is an encompassing review that addresses all aspects ofliteracy (reading, numeracy, and technological literacy, forexample) with a global perspective. It connects the objectives ofliteracy education with broader areas of social welfare, includinghealth, employment and political and economic empowerment. The second volume in a new annual series, this unique publicationfor practitioners in the field of adult learning and literacycollects in one yearly volume the best new knowledge and practiceadvances identified by the prestigious, Harvard-based andfederally-funded literacy center, NCSALL. A single, "user-friendly"source for information on best practices in the field of adultlearning & literacy. The editors' introduction in each volume covers news from the worldof policy and research, while six distinguished writers andpractitioners contribute articles on the most pressing topics inadult literacy. Each volume also includes annotated reviews of thebest books and key journal articles published in the past year.

Why do we need health literacy? Through a health promotion and social justice lens, Laurie Hoffman-Goetz, Lorie Donelle, and Rukhsana Ahmed describe health literacy as an increasingly important determinant of health and highlight the necessity of health literacy skills for ensuring equitable access to health care information and services. This core text offers a critical examination of how culture, ethnicity, social media applications, and the literacy and digital divides affect individuals' ability to secure health information, services, and support. Health Literacy in Canada will inform the way we respond to public health issues in Canada and around the world. This pedagogically rich and highly accessible text is ideal for use in upper-level undergraduate and graduate courses in public health, health promotion, health communication, risk communication and perception, and gerontology. Features: contains extensive learning tools for students, including summaries of key points, questions for reflection, learning exercises, a glossary, and a list of additional resources provides a comprehensive review of fundamental health literacy concepts including definitions, models, and measurement tools emphasizes Canadian-centred examples of health literacy policy milestones offers concrete recommendations for improving health literacy in everyday settings

The series Tools for Instructions and Reading Assessment is a companion piece to Dr. Jennifer Katz's book Teaching to Diversity. The series, which supports the three-block model of universal design for learning, offers two instructional guides, A Model Unit and Reading Assessment Program Guide for each grade from 1 to 12. The Reading Assessment Program Guide includes: 1. A guide that focuses on how to assess students' progress in reading comprehension and fluency/decoding 2. Accompanying blackline masters and grade-specific rubrics 3. Four levelled Reading Passages to use for assessment throughout the school year