Observe and Assess Student Performance

With EDL2, it’s easy to identify a student’sindependent reading level and document progressover time. With this information at hand, educatorscan provide informed instruction and presentdevelopmentally appropriate materials.

Provide Powerful Instruction

Educators using EDL2 have an abundance ofresources at their disposal, making it possible tofocus on instructional requirements and tailorteaching based on the specific needs of the studentsin a particular classroom.

Educators also will be able to recognize reciprocitybetween reading and writing and provide a commonliteracy language across schools or districts.

Analyze Data

With easy-to-use EDL2 materials, educators canidentify critical points of intervention and comparestudent progress with benchmark expectations. They can also allocate instructional materials andpersonnel resources more effectively and groupstudents based on need.

Evaluación del desarrollo

Build Independent Readers with a Developmentally AppropriateSpanish Literacy Assessment That is Quick, Easy, and Accurate.

Research based and widely field tested, the Evaluación del desarrollo de la lectura®, Segunda Edición K-6 (EDL2), helps students become independent successful readers by giving educators the right mix oftools needed to assess accuracy, fluency, and comprehension. EDL2 helps educators in dual language,bilingual and immersion classrooms identify each student’s reading ability, document progress, and implementeffective reading instruction. With new, improved features, EDL2 is even easier to use and score!

EDL2 K-6 Overview. . . . . . . inside front cover

EDL2 Benchmark Books . . . . . . . . . . . . . . . . 2

Easy-to-Use Four-Step Plan. . . . . . . . . . . . . . 6

Teacher Observation Guide . . . . . . . . . . . . . . 8• Continuum . . . . . . . . . . . . . . . . . . . . . . 11• Focus for Instruction . . . . . . . . . . . . . . 11

Professional Development. . . . . . . . . . . . . . 14

Assessment Into Action . . . . . . . . . . . . . . . 15

Related Programs. . . . . . . . . . . . . . . flap front

Connected Programs. . . . . . . . . . . . . flap back

About the Authors . . . . . . . . . . . . . back cover

TABLE OF CONTENTS

1

What’s New in EDL2?

Observing and Assessing

• Inclusion of fluency measure for a

comprehensive assessment.

• Assessment of student awareness of

nonfiction text features to help teachers

guide students to the next reading level.

• Scoring handbook includes student exemplars

in Spanish so teachers can determine student’s

level of control and plan more effectively

for instruction.

• Stronger balance of narrative and nonfiction texts

to keep students actively engaged.

Easing Classroom Management

• More durable and updated benchmark

books to match students’ daily reading

for a more accurate assessment.

• Easier to use Teacher Observation Guides

make better use of classroom time.

• Blackline masters available in spiral-bound and

CD-ROM to work in any classroom setting.

• Multiple copies of fiction and nonfiction texts,

starting at Level 18, saves time and provides a

streamlined assessment.

Supporting Implementation

• Comprehensive training DVD featuring four

examples of assessment and analysis in Spanish.

• Full translations of Continuum and Focus for

Instruction pages make sharing information with

families easy.

de la lectura®, Segunda Edición

Components • Revised and expanded English/Spanish

Teacher Resource Guide

• 47 Spanish-language Benchmark AssessmentBooks including fiction and nonfiction

• Spiral-bound Spanish-language BlacklineMasters Book and Blackline Masters CD

• Organizer with hanging folders

• 30 Student Assessment Folders

• Laminated Assessment Procedures OverviewCard with a Record of Oral Reading Guidelines

• Training DVD (in English and Spanish)

• Timing Calculation Clipboard

EDL2 K-6 Comprehensive Package

2

Benchmark Assessment Books

Provide Quality Literature, with Text Difficulty that Progresses with Your Emergent, Early, Transitional,Extending and Intermediate Readers.

Covering a variety of multicultural topics, the 47 developmentally appropriate Benchmark Assessment Books provide text in fiction and nonfiction to give students exposure to informational texts. Levels of text difficulty are indicated on a scale from A through 60.

The following factors were used to determine levels of difficulty in EDL2:

♦ Inclusion of repetitive language.

♦ Primary students’ familiarity with concepts, topics, and vocabulary.

♦ Story structures such as repeating episodes.

♦ Number and variety of graphic features.

♦ Literary features such as descriptions of setting/character and character development.

♦ Level of picture support, text size, layout, and number of lines/words per page.

Linda Greenlaw: Una capitana de barco de pez espada,Level 60, Table of Contents and Glossary

NEW FEATURE!

EDL2 K-6 includes nonfictiontexts with a Table of Contentsand Glossary.

3

SPANISH TITLE CORRESPONDING TEXT FROM DRA2Emergent Levels A-3Level A ¿Sabes cantar? Can You Sing?Level 1 Mira lo que se va Things That GoLevel 1 ¿Qué es rojo? What Is Red?Level 2 ¡A bañarse! Bath TimeLevel 2 Yo veo I Can SeeLevel 3 ¿Qué te gusta? The ”I Like” GameLevel 3 ¡Mira! Look at MeEarly Levels 4-12Level 4 Busca tu paraguas Get Your UmbrellaLevel 4 ¿Dónde está mi gorra? Where Is My Hat?Level 6 Tiempo para jugar Time to PlayLevel 6 ¿Por qué paramos? Why Are We Stopping?Level 8 Duque DukeLevel 8 El libro perdido The Lost BookLevel 10 La sorpresa de abuela Grandma’s SurpriseLevel 10 Las cajas de zapatos Shoe BoxesLevel 12 El deseo de Fina Allie’s WishLevel 12 La amiga nueva de Roberto Robert’s New FriendTransitional Levels 14-24Level 14 Una escuela nueva A New SchoolLevel 14 El cochecito The WagonLevel 16 Casas de animales Animal HomesLevel 16 Los pajaritos Baby BirdsLevel 16 Rigo al rescate Chip to the RescueLevel 18 Día de la competencia Game DayLevel 18 Un gigante en el bosque A Giant in the ForestLevel 20 Reni la rana Green FreddieLevel 20 La gran carrera de Tortuga: Un cuento tradicional indígena Turtle’s Big Race: A Native American FolktaleLevel 24 Lo que quiere Carlos What Carlos WantsLevel 24 El día más maravilloso The Wonderful DayExtending Levels 28-38Level 28 Los animales pueden ayudar Animals Can HelpLevel 28 De cacahuates a crema de cacahuate From Peanuts to Peanut ButterLevel 28 Yo no te veo hermosa You Don’t Look Beautiful to MeLevel 30 Los Tigres The BlastersLevel 30 Los ayudantes ocupados Busy HelpersLevel 34 El misterio en la casa de los Kuan The Mystery at the Mays’ HouseLevel 34 La inundación The FloodLevel 38 La manera de los Navajo The Navajo WayLevel 38 Sammy Sosa: Un verdadero héroe Slammin’ Sammy: A Real HeroLevel 38 Temor en la laguna de los castores Trouble at the Beaver PondIntermediate Levels 40-60Level 40 Hasta abajo All the Way UnderLevel 40 El pulpo maravilloso The Amazing OctopusLevel 40 Una manada de lobos A Pack of WolvesLevel 50 Reclamar la falta Cry FoulLevel 50 ¡Luces! ¡Cámara! ¡Acción!: Cineasta Alyssa Buecker Lights! Camera! Action!: Filmmaker Alyssa BueckerLevel 50 Los cazatormentas Storm ChasersLevel 60 Ranita y Princesa Froggy and PrincessLevel 60 Linda Greenlaw: Una capitana de barco de pez espada Linda Greenlaw: A Swordfishing Boat CaptainLevel 60 Un corazón valiente: Triatleta Rudy Garcia-Tolson One Brave Heart: Triathlete Rudy Garcia-Tolson

EDL2 K-6 Benchmark Assessment Books

= Nonfiction

4

Emergent Levels A-3 feature simpleillustrations and repeated word orsentence patterns with naturallanguage structures. Word countranges from 10-36.

¿Sabes cantar?, Level A, pages 6-7

Early Levels 4-12 progress into storieswith high-frequency words. These stories

are about children and problems towhich students can relate. Illustrationsgive support, with word count ranges

from 46-207.

Las cajas de zapatos, Level 10, pages 2-3

Benchmark Books Provide a Wide Varietyof Text Characteristics That Support AllDevelopmental Stages of Literacy.

Emergent Early Transitional Extending Intermediate

5

Extending Levels 28-38 offer more complex stories and includedescriptions of setting, characters,problems, and resolutions withminimal picture support. Introduces a variety of genres. Nonfiction texts include topics and specializedvocabulary familiar to primarystudents. Text varies in sentencelength and structure.

Transitional Levels 14-24 begin tomove beyond students’ personalexperiences and build a basis to

compare and contrast other stories aswell as build background knowledge.

Illustrations provide moderate tominimum support. Nonfiction textsinclude photographs, labels, maps,

and other graphic features toreinforce the information presented.

Intermediate Levels 40-60 include titles that have more complex

sentence structures and vocabulary.Comprehension questions utilize text

feature and graphic organizers. Maps and timelines elaborate on

information presented in the text.These texts range in length from

941-1772 words.

Casas de animales, Level 16, pages 6-7

Sammy Sosa: Un verdadero héroe, Level 38,pages 14-15

Ranita y Princesa, Level 60, pages 6-7

6

Easy-to-Use Four-Step PlanEDL2, widely used in bilingual, dual language and Spanish language immersion programs, helps you determineeach student’s instructional plan and pinpoint student’s strengths, abilities and needs with this easy four-step plan.Research-based resources in EDL2 help guide ongoing student observations and shape instructional decisions.

EmergentLevels A-3

EarlyLevels 4-12

GRADE RANGE KINDERGARTEN FIRST

ReadingEngagement

• Literacy support• Favorite book• Book handling skills

• Book selection• Sustained reading

One-on-OneReadingConference

• Monitoring/Self Corrections• Use of cues• Accuracy

• Phrasing• Monitoring/self corrections• Problem solving unknown

words

Oral Response Oral Response

Comprehension

• Previewing • Previewing• Retelling:

Sequence of eventsCharacters and detailsVocabularyTeacher support

• Response:ReflectionMaking connections

Teacher Analysis• Determines independent

reading level and instructionalneeds

• Determines independent reading level and instructional needs

1STEP

2STEP

3STEP

4STEP

7

TransitionalLevels 14-24

ExtendingLevels 28-38

IntermediateLevels 40-60

FIRST-SECOND SECOND-THIRD FOURTH-SIXTH

• Wide reading• Self-assessment and

goal setting

• Wide reading• Self-assessment and

goal setting

• Wide reading• Self-assessment and

goal setting

Timed Oral Reading Timed Oral Reading Timed Oral Reading

• Expression• Phrasing• Oral reading rate• Accuracy rate

• Expression• Phrasing• Oral reading rate• Accuracy rate

• Expression• Phrasing• Oral reading rate• Accuracy rate

Oral Response Written Response Written Response

• Previewing• Retelling:

Sequence of eventsCharacters and detailsVocabularyTeacher support

• Response:ReflectionMaking connections

• Prediction• Text features• Scaffolded summary• Literal comprehension• Scaffolded vocabulary• Interpretation• Reflection

• Prediction• Summary• Literal comprehension• Interpretation• Reflection• Metacognitive awareness

• Determines independent readinglevel and instructional needs

• Determines independent reading level and instructional needs

• Determines independent reading level and instructional needs

8 EDL2, Teacher Observation Guide, Blackline Masters, page 173

Reading EngagementEnables the Teacher and Students to Take the ImportantFirst Step to Assessing with Success!

Students are asked to select the text that seems “just right,” not too hard or too easy, from theBenchmark Assessment Book level the teacher feels is most appropriate.

Then the teacher simplyfollows the direction onthe Teacher Observation

Guide for the selected text.

The teacher determinesthe student’s level of

accuracy by completing aRecord of Oral Reading.

The oral reading is timed,starting with Level 14.

9EDL2, Teacher Observation Guide, Blackline Masters, page 174

For Levels 14-40, afterteacher’s time the oralreading, they use theWords Per Minute (WPM)chart to identify the WPMrange. If the student’s scorefalls in the shaded areas oneither or both charts, theystop the assessment andreassess with a lower EDLtext level at another time.

Reading ConferenceProvides the Teacher Opportunities to Analyze andRecord Each Student’s Performance Quickly and Easily.

As soon as the studentfinishes reading orally, theteacher counts the numberof miscues that are not self-corrected and circles theappropriate box on theAccuracy chart; if thestudent’s score falls in theshaded areas, the teacherstops the assessment andreassesses with a lower EDLtext level at another time.

10

ComprehensionHelps Monitor, Confirm, or Redirect Students’Ongoing Reading Achievement.

EDL2, Teacher Observation Guide, Blackline Masters, pages 175 and 176

Once the student completes the reading, theteacher moves into the Comprehension partof the assessment by asking the student “Tell me what happened in this story.”

The teacher uses the informationfrom the Record of Oral Reading to check the appropriate responses onthe Analysis of Oral Reading Chart.

The teacher records whatthe student has retold.

11

Teacher AnalysisOffers Teachers a Variety of Instructional Techniquesfor Student’s Reading Progress.

EDL2, Teacher Observation Guide, Blackline Masters,pages 177 and 178

To identify the student’s instructional needs,the teacher locates areas that needimprovement on the EDL2 Continuum.Circled descriptors that fall to the left (belowreading level) indicate instructional need; tothe right (above reading level) indicatestrengths and areas to reinforce.

The teacher then uses the EDL2 Focus forInstruction to determine the student’sinstructional path.

The teacher circles statements on the EDL2Continuum that describe the readingbehaviors exhibited by the student.

Based on the selected statements, the teacher determines the student’s performance:Emerging/Intervention, Developing/Instructional, Independent or Advanced.

12

Identify Students’ Instructional Needs With Continuums

The Continuum is now part of each TeacherObservation Guide and has been customizedfor each Benchmark Assessment Book in EDL2. The book-specific Continuumscaffolds teachers’ analysis of students’ level performance in Reading Engagement,Oral Reading Fluency, and Comprehension.Continuums in both fiction and nonfictiontexts have similar descriptors. The descriptorsthat are not similar reflect what students areexpected to do and gain from informational or narrative texts.

The Comprehension section enablesthe teacher to determine the student’slevel of comprehension by circling thestatement that captures student’sretelling. The total of the numberscircled indicates the level ofcomprehension.

EDL2, Teacher Observation Guide,Blackline Masters, pages 52 and 53

13

Asking students to read aloud with expression oftenenables them to hear thenatural pauses and monitortheir use of punctuation.

in Both Fiction and Nonfiction

Questions have been updated to incorporatemore nonfiction and more focus and detailto the book selection, to better preparestudents for standardized tests.

EDL2, Teacher Observation Guide, Blackline Masters, pages 164, 166 and 168

14

On-site Professional Development♦ Gives teachers confidence in conducting EDL2

assessments and planning their reading instructionbased on assessment data.

♦ Provides effective strategies and skills for teachingreading.

♦ Addresses time and classroom management issues faced while implementing EDL2.

Training DVD♦ Offers a comprehensive guide to step-by-step

implementation of EDL2.

♦ Provides flexible training option for teachers to view and share.

♦ Provides training at a variety of levels withsample assessments at four different levels.

Create Your Action Plan for Literacy With aVariety of Professional Development Options.Pearson Learning Group offers solutions for your EDL2 training needs. Each training option allows EDL2 users to become more skillful in implementing EDL2.

Menu from EDL2 Training DVD

15

Determine Each Student’s IndependentReading Level in the Areas of Comprehension,Fluency and Word StudyEDL2 assesses students’ reading ability in three major areas of development: comprehension, fluency and wordstudy analysis. These three areas form the Independent Reader Model. Each part of the Model helps teachersdetermine students’ independent reading levels and gives a complete picture of students’ reading ability. Researchshows that without strong knowledge in each area a student cannot be an independent reader. With the precise andeffective assessment found in EDL2, educators provide their student’s with powerful instruction based on student’sindividual needs.

COMPREHENSION – is an essential part of independent reading.Students who have the ability to understand what is being readbecome more active readers. Students need books that will activelyengage them and keep their interest high. EDL2 Focus for Instructiondirects teachers to a variety of materials that will help studentsbecome independent readers.

FLUENCY – is one of severalcritical factors necessary forreading comprehension, but is often neglected in theclassroom. If children readaloud with speed, accuracy,and proper expression, theyare more likely to comprehendand remember the material.

WORD STUDY – is a critical successfactor in developing a student’sindependent reading level. Withoutproper instruction in the area ofphonics and decoding strategies,students will find it harder to read on their own. EDL2 Focus for Instruction directs teachers to a variety of materials that will help bring word study instruction into the classroom.

IndependentReader Model

16

Focus for Instruction into ActionEDL2 Connections Offers Support for All Students.

After completing the EDL2 Continuum, teachers select Focus for Instructionitems based on what each student needs to learn next. Once each student has an instructional plan, teachers can begin to teach to students’ individual needs in flexible groups. Consider some additional information and instructional ideas in each area of the Focus for Instruction as outlined below.

EDL Stages Students are generally able to… Students are learning to…

Emergent ReadersEDL Levels A-3Guided Reading Levels A-C

…hold a book and turn the pages. …read familiar patterned texts independently for a short period of time.

…move left to right on one line of text. …recognize a few high frequency words.

…identify name of familiar objects and/or objectsactions depicted in illustrations.

…recall some of the events in the story.

Early ReadersEDL Levels 4-12 Guided Reading Levels B-G

…select familiar texts for independent reading. …select new texts from a range of leveled sets for independent reading.

…consistently match one-to-one. …use dominant letters/sounds to confirm ordiscount word choice.

…recalls some events in the story. …preview a text; construct tentative meaningusing the illustrations.

Transitional ReadersEDL Levels 14-24Guided Reading Levels H-N

…sustains independent reading for a short period of time.

…read a beginning chapter book across severalsittings.

…read in 2-3 word phrases. …read in longer phrases.

…orally retell the story. …make inferences and discuss what is implied orsuggested in the the text.

Extending ReadersEDL Levels 28-38Guided Reading Levels M-P

…read different genres. …identify things to learn to do in order to becomea better reader.

…reads dialogue with expression. …read with expression that conveys intendedmeaning.

…retell important ideas and details and detailssequentially or in a logical order.

…interpret information presented graphically.

Intermediate ReadersEDL Levels 40-60 Guided Reading Levels O-Y

…read multiple books within a series genre,or by an author.

…identify and talk about favorite genres, authorsand books.

…read at an appropriate rate. …adjust rate as needed.

…understand the purpose of titles/headings,bolded words, glossary and caption.

…make inferences and discuss/record what isimplied or suggested in the text.

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For more information on products to extend the EDL2,please call 1-800-321-3106.

FOCUS FOR INSTRUCTION INTO ACTION:Scaffold/teach students to…

…listen and watch as the teacher; models readingone or more pages.

…problem solve words using pictures and themodeled-sentence pattern to read the text.

…identify a part of the book they liked best and tell why.

…look at the cover illustration and think about the text. What kind of book is this?

…monitor using one-to-one match, picture-text-match and known words.

…make text-to-self connections and text-to-textconnections.

…look at illustrations and tell or think about what is happening.

…read silently.

…identify the most important thing that happened in the story.

…preview text and make predictions about what is likely to happen.

…monitor meaning across pages segments,and/or chapters.

…write a “scaffolded” summary.

…listen to book introduction by the teacher.

…quickly problem-solve novel/challenging wordsusing multiple sources of information.

…interpret characters’ actions, decisions andbehaviors.

Use these EDL2 Precise Solutions EDL Stages

Colección mundo de seres vivos Dominie, 1-4 ✔ ✔ ✔ ✔ ✔

EDL2 Leveled Libraries, K-3 ✔ ✔ ✔ ✔

Fonolibros, K-1 ✔ ✔

Spanish iOpeners, K-5 ✔ ✔ ✔ ✔ ✔

Libros Alegria, K-1 ✔ ✔

Libros Dominie, K-2 ✔ ✔ ✔

Libros Carrusel, K-2 ✔ ✔ ✔

Pequeñitas Celebraciones, K-3 ✔ ✔ ✔ ✔

Piñata/Más Piñata K-3 ✔ ✔ ✔ ✔

Primeros Capitulibros, 2-3 ✔ ✔

Serie Actividatos Dominie, K-1 ✔ ✔

Serie Odisea Dominie, 2-5 ✔ ✔ ✔

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Inventario de la adquisición de la expressión oralBy Lance M. Gentile, Ph.D.

Inventario de la adquisición de la expressión oral is an informal, repeated measures assessment that provides teachers, in a short period of time, a profile of a child’s language development and behavior that affects learning.

Inventario de la adquisición de la expressión oral: • Quickly and accurately assesses language development.• Provides a structure for working with students in

grades PreK-3.

QuickReads ®

By Elfrieda H. Heibert, PhD

Fifteen Minutes a Day Develops Fluency and Reading Comprehension.

QuickReads provides a systematic approach to increasing reading fluency in bilingual,dual language and ESL programs. Carefully written text, consistent strategies and a proven instructional routine are the key elements to this program’s success.Reluctant readers become fluent through recognizing words automatically, increasingcomprehension and gaining background knowledge about key cross-curricularconcepts. Students can track their reading rate and see their own progress.

In nationwide studies, theQuickReads group performedsignificantly better than thecontrol group.

From Field Study #1:“…students gained one wordper week in their readingspeed. This gain wasconsistent for students in all levels of achievement. Inaddition, the gain in readingspeed was not made at theexpense of either accuracy or comprehension.” From Field Study #2:“[the QuickReads group had]a higher average score…[that] produced robust,positive effects on the fluencyand comprehension of allstudents, regardless of theirnative language or initialachievement level.”

THE RESEARCH IS IN!

QuickReads: • Features high-interest nonfiction text designed

to be read quickly and meaningfully.• Develops automaticity by using text that is

composed of 98% high-frequency anddecodable words.

• Builds cross-curricular vocabulary and conceptsthrough short reading selections based on gradeappropriate science and social studies topics.

For more information about QuickReads®, QuickReads®

Technology Edition and QuickReads® Become an Expertvisit www.pearsonlearning.com or call Customer Serviceat 1-800-321-3106.

ESLAPPROPRIATE

iOpeners SpanishMake content accessible to English language learners!

Equip English language learners with the skills and strategies they need to access andcomprehend nonfiction—so they are not only learning to read, but also reading to learn.

iOpeners Spanish makes it easy to teach these critical nonfiction skills and strategies in Grades K-6, using an array of beautifully designed high-interest nonfiction books your students will find simply irresistible. iOpeners unlocks these key skills moreeffectively than any other nonfiction reading program.

Give all of your students the skills and strategies they need to succeed in an age of information!

iOpeners Spanish: • Empowers students to succeed on high-stakes tests.• Builds comprehension of specific nonfiction text features and genres.• Connects nonfiction reading to nonfiction writing.• Supports your curriculum requirements in science and social studies.• Motivates students with high-interest content and striking visuals. • Provides comprehensive teaching support for ease-of-instruction.• Makes content accessible for Spanish-speaking students.

“If we are going to prepare children for this world, we need to beserious about teaching them to read and write informational text.”

Nell K. Duke and V. Susan Bennett-Armistead with A. Huxley, M. Johnson, D.McLurkin, E. Roberts, C. Rosen, E. Vogel, Reading and Writing Informational

THE RESEARCH IS IN!

EDL Leveled LibrariesMatch Children and Books Using EDL Leveled Libraries!

Fonolibros, the Spanish translation of Ready Readers®, Pequeñitas Celebraciones, a Spanish version of Little Celebrations, as well as Piñata and Mas Piñata from Celebration Press, are now conveniently arranged in EDL Leveled Libraries. Just use EDL guidelines to select appropriate books that match the needs of your students.

EDL Leveled Libraries: • Match each child with books of the appropriate reading level according to EDL• Move students through the stages of Emergent, Early, Transitional and Extending. • Help readers succeed in intervention, guided and independent reading experiences.

Olivia Ruiz

Olivia Ruiz worked in theTucson Unified SchoolDistrict for over 24 yearsas a bilingual teacher,Title 1 Reading Teacherand Reading Recovery/DLL Teacher Leader.During that time sheparticipated in thedevelopment of SpanishReading Recovery and isco-author of Instrumentode Observación, areconstruction of Marie Clay’s Observation Survey.

For the past ten years, she has worked with PearsonLearning Group as a National Consultant. While withPearson, she is presently working with colleagues atthe University of Colorado, Boulder on a three-yearliteracy project that looks at students’ developmentof literacy in two languages.

Vivian Machado Cuesta

Vivian Machado Cuestahas worked in the TucsonUnified School District,Santa Ana Unified SchoolDistrict and Placentia-Yorba Linda UnifiedSchool District for over 30 years as a bilingualclassroom teacher, MathSpecialist, LanguageFacilitator and currentlyas an Elementary SchoolPrincipal. She haspresented numerous staff development trainingsessions on teaching second language students,meeting rigorous state academic standards,examining student data to increase academicachievement and increasing parent involvement.

For Pearson Learning Group, she has been acontributing author of teacher resource books andhas also written children’s books and stories forstudent anthologies.

Customer Service

145 South Mt. Zion RoadPO Box 2500

Lebanon, IN 46052

C134 1-4284-0131-8 NEI 15M Printed in the USA 9/06

Evaluación del desarrollo de la lectura, Segunda Edición0-7652-7630-5 EDL2 K-6 Comprehensive Package0-7652-8051-5 EDL2 Upgrade Package (for current EDL K-3 users)0-7652-8052-3 Set of 30 Assessment Folders

Developmental Reading Assessment, Second Edition0-7652-7628-3 DRA2 K-3 Comprehensive Package0-7652-7629-1 DRA2 4-8 Comprehensive Package0-7652-7970-3 DRA2 K-3 Comprehensive Package with DRA2 Online Management System0-7652-7973-8 DRA2 4-8 Comprehensive Package with DRA2 Online Management System

For more information or to place an order, please contact CustomerService at 1-800-321-3106 or visit www.pearsonlearning.com.

About the Authors