Evaluación del desarrollo
Build Independent Readers with a Developmentally Appropriate
Spanish 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 of
tools 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 implement
effective reading instruction. With new, improved features, EDL2 is even easier to use and score!
Observe and Assess
Student Performance
With EDL2, it’s easy to identify a student’s
independent reading level and document progress
over time. With this information at hand, educators
can provide informed instruction and present
developmentally appropriate materials.
Analyze Data
With easy-to-use EDL2 materials, educators can
identify critical points of intervention and compare
student progress with benchmark expectations.
They can also allocate instructional materials and
personnel resources more effectively and group
students based on need.
Provide Powerful Instruction
Educators using EDL2 have an abundance of
resources at their disposal, making it possible to
focus on instructional requirements and tailor
teaching based on the specific needs of the students
in a particular classroom.
Educators also will be able to recognize reciprocity
between reading and writing and provide a common
literacy language across schools or districts.
TABLE OF CONTENTS
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
de la lectura®, Segunda Edición
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.
• 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.
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.
Components
• Revised and expanded English/Spanish
Teacher Resource Guide
• 47 Spanish-language Benchmark Assessment
Books including fiction and nonfiction
• Spiral-bound Spanish-language Blackline
Masters Book and Blackline Masters CD
• Organizer with hanging folders
EDL2 K-6 Comprehensive Package
• Laminated Assessment Procedures Overview
Card with a Record of Oral Reading Guidelines
• Training DVD (in English and Spanish)
• Timing Calculation Clipboard
• 30 Student Assessment Folders
1
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.
NEW FEATURE!
EDL2 K-6 includes nonfiction
texts with a Table of Contents
and Glossary.
Linda Greenlaw: Una capitana de barco de pez espada,
Level 60, Table of Contents and Glossary
2
EDL2 K-6 Benchmark Assessment Books
SPANISH TITLE
CORRESPONDING TEXT FROM DRA2
Emergent Levels A-3
Level
Level
Level
Level
Level
Level
Level
A
1
1
2
2
3
3
¿Sabes cantar?
Mira lo que se va
¿Qué es rojo?
¡A bañarse!
Yo veo
¿Qué te gusta?
¡Mira!
Can You Sing?
Things That Go
What Is Red?
Bath Time
I Can See
The ”I Like” Game
Look at Me
Early Levels 4-12
Level
Level
Level
Level
Level
Level
Level
Level
Level
Level
4
4
6
6
8
8
10
10
12
12
Busca tu paraguas
¿Dónde está mi gorra?
Tiempo para jugar
¿Por qué paramos?
Duque
El libro perdido
La sorpresa de abuela
Las cajas de zapatos
El deseo de Fina
La amiga nueva de Roberto
Get Your Umbrella
Where Is My Hat?
Time to Play
Why Are We Stopping?
Duke
The Lost Book
Grandma’s Surprise
Shoe Boxes
Allie’s Wish
Robert’s New Friend
Transitional Levels 14-24
Level
Level
Level
Level
Level
Level
Level
Level
Level
Level
Level
14
14
16
16
16
18
18
20
20
24
24
Una escuela nueva
El cochecito
Casas de animales
Los pajaritos
Rigo al rescate
Día de la competencia
Un gigante en el bosque
Reni la rana
La gran carrera de Tortuga: Un cuento tradicional indígena
Lo que quiere Carlos
El día más maravilloso
A New School
The Wagon
Animal Homes
Baby Birds
Chip to the Rescue
Game Day
A Giant in the Forest
Green Freddie
Turtle’s Big Race: A Native American Folktale
What Carlos Wants
The Wonderful Day
Extending Levels 28-38
Level
Level
Level
Level
Level
Level
Level
Level
Level
Level
28
28
28
30
30
34
34
38
38
38
Los animales pueden ayudar
De cacahuates a crema de cacahuate
Yo no te veo hermosa
Los Tigres
Los ayudantes ocupados
El misterio en la casa de los Kuan
La inundación
La manera de los Navajo
Sammy Sosa: Un verdadero héroe
Temor en la laguna de los castores
Animals Can Help
From Peanuts to Peanut Butter
You Don’t Look Beautiful to Me
The Blasters
Busy Helpers
The Mystery at the Mays’ House
The Flood
The Navajo Way
Slammin’ Sammy: A Real Hero
Trouble at the Beaver Pond
Intermediate Levels 40-60
Level
Level
Level
Level
Level
Level
Level
Level
Level
40
40
40
50
50
50
60
60
60
= Nonfiction
Hasta abajo
El pulpo maravilloso
Una manada de lobos
Reclamar la falta
¡Luces! ¡Cámara! ¡Acción!: Cineasta Alyssa Buecker
Los cazatormentas
Ranita y Princesa
Linda Greenlaw: Una capitana de barco de pez espada
Un corazón valiente: Triatleta Rudy Garcia-Tolson
All the Way Under
The Amazing Octopus
A Pack of Wolves
Cry Foul
Lights! Camera! Action!: Filmmaker Alyssa Buecker
Storm Chasers
Froggy and Princess
Linda Greenlaw: A Swordfishing Boat Captain
One Brave Heart: Triathlete Rudy Garcia-Tolson
3
Benchmark Books Provide a Wide Variety
of Text Characteristics That Support All
Developmental Stages of Literacy.
Emergent
Early
Transitional
Extending
Intermediate
Emergent Levels A-3 feature simple
illustrations and repeated word or
sentence patterns with natural
language structures. Word count
ranges from 10-36.
¿Sabes cantar?, Level A, pages 6-7
Early Levels 4-12 progress into stories
with high-frequency words. These stories
are about children and problems to
which students can relate. Illustrations
give support, with word count ranges
from 46-207.
4
Las cajas de zapatos, Level 10, pages 2-3
Transitional Levels 14-24 begin to
move beyond students’ personal
experiences and build a basis to
compare and contrast other stories as
well as build background knowledge.
Illustrations provide moderate to
minimum support. Nonfiction texts
include photographs, labels, maps,
and other graphic features to
reinforce the information presented.
Casas de animales, Level 16, pages 6-7
Extending Levels 28-38 offer
more complex stories and include
descriptions of setting, characters,
problems, and resolutions with
minimal picture support. Introduces
a variety of genres. Nonfiction
texts include topics and specialized
vocabulary familiar to primary
students. Text varies in sentence
length and structure.
Sammy Sosa: Un verdadero héroe, Level 38,
pages 14-15
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.
Ranita y Princesa, Level 60, pages 6-7
5
Easy-to-Use Four-Step Plan
EDL2, widely used in bilingual, dual language and Spanish language immersion programs, helps you determine
each 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.
GRADE RANGE
1
Reading
Engagement
2
One-on-One
Reading
Conference
STEP
STEP
Emergent
Early
Levels A-3
Levels 4-12
KINDERGARTEN
FIRST
• Literacy support
• Favorite book
• Book handling skills
• Book selection
• Sustained reading
• Monitoring/Self Corrections
• Use of cues
• Accuracy
• Phrasing
• Monitoring/self corrections
• Problem solving unknown
words
Oral Response
3
STEP
4
STEP
6
• Previewing
• Previewing
• Retelling:
Sequence of events
Characters and details
Vocabulary
Teacher support
• Response:
Reflection
Making connections
• Determines independent
reading level and instructional
needs
• Determines independent
reading level and
instructional needs
Comprehension
Teacher Analysis
Oral Response
Transitional
Extending
Intermediate
Levels 14-24
Levels 28-38
Levels 40-60
FIRST-SECOND
SECOND-THIRD
FOURTH-SIXTH
• Wide reading
• Self-assessment and
goal setting
• Wide reading
• Self-assessment and
goal setting
Timed Oral Reading
•
•
•
•
Expression
Phrasing
Oral reading rate
Accuracy rate
Timed Oral Reading
•
•
•
•
Oral Response
• Previewing
• Retelling:
Sequence of events
Characters and details
Vocabulary
Teacher support
• Response:
Reflection
Making connections
• Wide reading
• Self-assessment and
goal setting
Expression
Phrasing
Oral reading rate
Accuracy rate
Timed Oral Reading
•
•
•
•
Written Response
•
•
•
•
•
•
•
Prediction
Text features
Scaffolded summary
Literal comprehension
Scaffolded vocabulary
Interpretation
Reflection
• Determines independent reading • Determines independent
level and instructional needs
reading level and
instructional needs
Expression
Phrasing
Oral reading rate
Accuracy rate
Written Response
•
•
•
•
•
•
Prediction
Summary
Literal comprehension
Interpretation
Reflection
Metacognitive awareness
• Determines independent
reading level and
instructional needs
7
Reading Engagement
Enables the Teacher and Students to Take the Important
First Step to Assessing with Success!
Students are asked to select the text that seems “just right,” not too hard or too easy, from the
Benchmark Assessment Book level the teacher feels is most appropriate.
Then the teacher simply
follows the direction on
the Teacher Observation
Guide for the selected text.
The teacher determines
the student’s level of
accuracy by completing a
Record of Oral Reading.
The oral reading is timed,
starting with Level 14.
8
EDL2, Teacher Observation Guide, Blackline Masters, page 173
Reading Conference
Provides the Teacher Opportunities to Analyze and
Record Each Student’s Performance Quickly and Easily.
For Levels 14-40, after
teacher’s time the oral
reading, they use the
Words Per Minute (WPM)
chart to identify the WPM
range. If the student’s score
falls in the shaded areas on
either or both charts, they
stop the assessment and
reassess with a lower EDL
text level at another time.
As soon as the student
finishes reading orally, the
teacher counts the number
of miscues that are not selfcorrected and circles the
appropriate box on the
Accuracy chart; if the
student’s score falls in the
shaded areas, the teacher
stops the assessment and
reassesses with a lower EDL
text level at another time.
EDL2, Teacher Observation Guide, Blackline Masters, page 174
9
Comprehension
Helps Monitor, Confirm, or Redirect Students’
Ongoing Reading Achievement.
Once the student completes the reading, the
teacher moves into the Comprehension part
of the assessment by asking the student
“Tell me what happened in this story.”
The teacher records what
the student has retold.
The teacher uses the information
from the Record of Oral Reading to
check the appropriate responses on
the Analysis of Oral Reading Chart.
10
EDL2, Teacher Observation Guide, Blackline Masters, pages 175 and 176
Teacher Analysis
Offers Teachers a Variety of Instructional Techniques
for Student’s Reading Progress.
Based on the selected statements, the teacher determines the student’s performance:
Emerging/Intervention, Developing/Instructional, Independent or Advanced.
The teacher circles statements on the EDL2
Continuum that describe the reading
behaviors exhibited by the student.
The teacher then uses the EDL2 Focus for
Instruction to determine the student’s
instructional path.
To identify the student’s instructional needs,
the teacher locates areas that need
improvement on the EDL2 Continuum.
Circled descriptors that fall to the left (below
reading level) indicate instructional need; to
the right (above reading level) indicate
strengths and areas to reinforce.
EDL2, Teacher Observation Guide, Blackline Masters,
pages 177 and 178
11
Identify Students’ Instructional Needs With Continuums
The Continuum is now part of each Teacher
Observation Guide and has been customized
for each Benchmark Assessment Book
in EDL2. The book-specific Continuum
scaffolds teachers’ analysis of students’
level performance in Reading Engagement,
Oral Reading Fluency, and Comprehension.
Continuums in both fiction and nonfiction
texts have similar descriptors. The descriptors
that are not similar reflect what students are
expected to do and gain from informational
or narrative texts.
The Comprehension section enables
the teacher to determine the student’s
level of comprehension by circling the
statement that captures student’s
retelling. The total of the numbers
circled indicates the level of
comprehension.
EDL2, Teacher Observation Guide,
Blackline Masters, pages 52 and 53
12
in Both Fiction and Nonfiction
Questions have been updated to incorporate
more nonfiction and more focus and detail
to the book selection, to better prepare
students for standardized tests.
Asking students to read
aloud with expression often
enables them to hear the
natural pauses and monitor
their use of punctuation.
EDL2, Teacher Observation Guide,
Blackline Masters, pages 164, 166 and 168
13
Create Your Action Plan for Literacy With a
Variety 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.
On-site Professional Development
Training DVD
♦ Gives teachers confidence in conducting EDL2
assessments and planning their reading instruction
based on assessment data.
♦ Offers a comprehensive guide to step-by-step
implementation of EDL2.
♦ Provides effective strategies and skills for teaching
reading.
♦ Addresses time and classroom management
issues faced while implementing EDL2.
Menu from EDL2 Training DVD
14
♦ Provides flexible training option for teachers
to view and share.
♦ Provides training at a variety of levels with
sample assessments at four different levels.
Determine Each Student’s Independent
Reading Level in the Areas of Comprehension,
Fluency and Word Study
EDL2 assesses students’ reading ability in three major areas of development: comprehension, fluency and word
study analysis. These three areas form the Independent Reader Model. Each part of the Model helps teachers
determine students’ independent reading levels and gives a complete picture of students’ reading ability. Research
shows that without strong knowledge in each area a student cannot be an independent reader. With the precise and
effective assessment found in EDL2, educators provide their student’s with powerful instruction based on student’s
individual needs.
WORD STUDY – is a critical success
factor in developing a student’s
independent reading level. Without
proper instruction in the area of
phonics 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.
FLUENCY – is one of several
critical factors necessary for
reading comprehension, but
is often neglected in the
classroom. If children read
aloud with speed, accuracy,
and proper expression, they
are more likely to comprehend
and remember the material.
Independent
Reader Model
COMPREHENSION – is an essential part of independent reading.
Students who have the ability to understand what is being read
become more active readers. Students need books that will actively
engage them and keep their interest high. EDL2 Focus for Instruction
directs teachers to a variety of materials that will help students
become independent readers.
15
Focus for Instruction into Action
EDL2 Connections Offers Support for All Students.
After completing the EDL2 Continuum, teachers select Focus for Instruction
items 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.
Word Study, Fluency and Comprehension
INDEPENDENT READER MODEL:
EDL Stages
Emergent Readers
EDL Levels A-3
Guided Reading Levels A-C
Early Readers
EDL Levels 4-12
Guided Reading Levels B-G
Transitional Readers
EDL Levels 14-24
Guided Reading Levels H-N
Extending Readers
EDL Levels 28-38
Guided Reading Levels M-P
Intermediate Readers
EDL Levels 40-60
Guided Reading Levels O-Y
16
Students are generally able to…
Students are learning to…
…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 objects
actions depicted in illustrations.
…recall some of the events in the story.
…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 or
discount word choice.
…recalls some events in the story.
…preview a text; construct tentative meaning
using the illustrations.
…sustains independent reading for a short
period of time.
…read a beginning chapter book across several
sittings.
…read in 2-3 word phrases.
…read in longer phrases.
…orally retell the story.
…make inferences and discuss what is implied or
suggested in the the text.
…read different genres.
…identify things to learn to do in order to become
a better reader.
…reads dialogue with expression.
…read with expression that conveys intended
meaning.
…retell important ideas and details and details
sequentially or in a logical order.
…interpret information presented graphically.
…read multiple books within a series genre,
or by an author.
…identify and talk about favorite genres, authors
and 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 is
implied or suggested in the text.
Scaffold/teach students to…
FOCUS FOR INSTRUCTION INTO ACTION:
Use these EDL2 Precise Solutions
EDL Stages
…monitor using one-to-one match, picture-textmatch and known words.
Intermediate, 40-60
…look at the cover illustration and think about
the text. What kind of book is this?
Extending, 28-38
…identify a part of the book they liked best and
tell why.
Early, 4-12
Emergent, A-3
…problem solve words using pictures and the
modeled-sentence pattern to read the text.
Transitional, 14-24
…listen and watch as the teacher; models reading
one or more pages.
Colección mundo de seres vivos Dominie, 1-4
✔ ✔ ✔ ✔ ✔
EDL2 Leveled Libraries, K-3
✔ ✔ ✔ ✔
Fonolibros, K-1
✔ ✔
Spanish iOpeners, K-5
✔ ✔ ✔ ✔ ✔
…identify the most important thing that
happened in the story.
Libros Alegria, K-1
✔ ✔
…preview text and make predictions about what
is likely to happen.
Libros Dominie, K-2
✔ ✔ ✔
Libros Carrusel, K-2
✔ ✔ ✔
Pequeñitas Celebraciones, K-3
✔ ✔ ✔ ✔
Piñata/Más Piñata K-3
✔ ✔ ✔ ✔
…make text-to-self connections and text-to-text
connections.
…look at illustrations and tell or think about
what is happening.
…read silently.
…monitor meaning across pages segments,
and/or chapters.
…write a “scaffolded” summary.
…listen to book introduction by the teacher.
✔ ✔
Primeros Capitulibros, 2-3
…quickly problem-solve novel/challenging words
using multiple sources of information.
…interpret characters’ actions, decisions and
behaviors.
Serie Actividatos Dominie, K-1
Serie Odisea Dominie, 2-5
✔ ✔
✔ ✔ ✔
For more information on products to extend the EDL2,
please call 1-800-321-3106.
Inventario de la adquisición de la expressión oral
By 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
ESL
APPROPRIATE
Fifteen Minutes a Day Develops Fluency and Reading Comprehension.
THE RESEARCH IS IN!
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, increasing
comprehension and gaining background knowledge about key cross-curricular
concepts. Students can track their reading rate and see their own progress.
In nationwide studies, the
QuickReads group performed
significantly better than the
control group.
From Field Study #1:
“…students gained one word
per week in their reading
speed. This gain was
consistent for students in
all levels of achievement. In
addition, the gain in reading
speed was not made at the
expense of either accuracy
or comprehension.”
From Field Study #2:
“[the QuickReads group had]
a higher average score…
[that] produced robust,
positive effects on the fluency
and comprehension of all
students, regardless of their
native language or initial
achievement level.”
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 and
decodable words.
• Builds cross-curricular vocabulary and concepts
through short reading selections based on grade
appropriate science and social studies topics.
For more information about QuickReads®, QuickReads®
Technology Edition and QuickReads® Become an Expert
visit www.pearsonlearning.com or call Customer Service
at 1-800-321-3106.
iOpeners Spanish
Make content accessible to English language learners!
Equip English language learners with the skills and strategies they need to access and
comprehend 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 more
effectively 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.
THE RESEARCH IS IN!
“If we are going to prepare children for this world, we need to be
serious 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
EDL Leveled Libraries
Match 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.
About the Authors
Olivia Ruiz
Vivian Machado Cuesta
Olivia Ruiz worked in the
Tucson Unified School
District for over 24 years
as a bilingual teacher,
Title 1 Reading Teacher
and Reading Recovery/
DLL Teacher Leader.
During that time she
participated in the
development of Spanish
Reading Recovery and is
co-author of Instrumento
de Observación, a
reconstruction of Marie Clay’s Observation Survey.
Vivian Machado Cuesta
has worked in the Tucson
Unified School District,
Santa Ana Unified School
District and PlacentiaYorba Linda Unified
School District for over
30 years as a bilingual
classroom teacher, Math
Specialist, Language
Facilitator and currently
as an Elementary School
Principal. She has
presented numerous staff development training
sessions on teaching second language students,
meeting rigorous state academic standards,
examining student data to increase academic
achievement and increasing parent involvement.
For the past ten years, she has worked with Pearson
Learning Group as a National Consultant. While with
Pearson, she is presently working with colleagues at
the University of Colorado, Boulder on a three-year
literacy project that looks at students’ development
of literacy in two languages.
For Pearson Learning Group, she has been a
contributing author of teacher resource books and
has also written children’s books and stories for
student anthologies.
Evaluación del desarrollo de la lectura, Segunda Edición
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