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“This book is the real deal. The second edition represents developmental 'craft knowledge' honed across decades of engagement with the diagnosis and remediation of reading difficulties. The case-based approach helps the reader better understand literacy development and how to connect assessment to instruction. Morris walks the reader through the 'whats,' 'whys,' and 'how-tos' of best practice, going beyond the initial assessment to include pre- and post-growth measures and their interpretation. Reflective practitioners, teacher educators, and graduate students will refer to this book again and again.”

—Marcia Invernizzi, PhD, Edmund H. Henderson Professor Emerita, School of Education and Human Development, University of Virginia


“If you believe that building on history is the best way to improve theory and practice, then Morris is your author. While others fight the 'reading wars,' Morris quite possibly has interacted with more students who find reading challenging than has anyone else in the field. This is the first book I turn to when working with beginning teachers. The second edition builds on the strengths of the first, blending theory and practice to help current and future teachers become better instructors.”

—Sam Miller, PhD, School of Education, University of North Carolina at Greensboro


“In this exciting second edition of his groundbreaking book, Morris reminds us that the reading assessment data most helpful in day-to-day and year-to-year instruction are those collected in the classroom by a knowledgeable teacher. He makes an impressive case for the validity of informal reading inventories and presents his influential research on the nature, interpretation, and application of information obtained through their use. In a 'data-driven' era of ever-higher expectations, Morris offers educators the most insightful and dependable foundation for addressing the persistent challenge of those 25-30% of students who struggle to learn to read.”

—Shane Templeton, PhD, Foundation Professor Emeritus of Literacy Studies, University of Nevada, Reno


“A very practical and readable book, grounded in research. Morris provides a step-by-step, thorough discussion of how to use informal reading and spelling inventories to plan literacy instruction and intervention. Numerous case studies illustrate how to apply the results of formative assessments to design interventions for children with widely varying needs. Morris makes an excellent case for the value of supervised clinical practice and coaching in teacher professional development, and provides a fine model of the type of thoughtful, well-informed coaching that educators should receive. This is a valuable book for both preservice elementary teachers and those pursuing a graduate degree in reading.”

—Louise Spear-Swerling, PhD, Department of Special Education and Reading, Southern Connecticut State University

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Table of Contents

I. Introduction

1. A Personal Perspective

2. A Brief History of Informal Reading Diagnosis

II. Diagnosing Reading Problems

3. Administering an Informal Reading Diagnosis

4. Interpretation of Reading Scores

5. Beyond the Initial Reading Diagnosis

III. Correcting Reading Problems

6. Preventing Reading Problems in the Early Grades

7. Correcting Reading Problems in the Later Grades:

I. Basic Teaching Strategies

8. Correcting Reading Problems in the Later Grades:

II. Case Studies

IV. Training Reading Teachers

9. Clinical Training for Teachers of Reading

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About the Author

Darrell Morris, EdD, is Professor of Education and Director of the Reading Clinic at Appalachian State University in Boone, North Carolina. While at Appalachian State, he has directed the master's program in reading and helped school districts throughout the country set up early reading intervention programs. Recently, Dr. Morris and his colleagues have been studying children's (grades K-6) performance on informal reading inventories. He is the author of The Howard Street Tutoring Manual and a recipient of the International Reading Association's Dina Feitelson Research Award.

• All titles by Darrell Morris

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Audience

Teacher educators; staff developers; reading specialists, coaches, and classroom teachers in grades K–6.

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Course Use

Serves as a text in graduate-level courses such as Reading Diagnosis and Remediation, Diagnosis of Reading Problems, and Reading Assessment and Diagnosis, or as a supplement in advanced undergraduate courses.

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Previous editions published by Guilford:

First Edition, © 2008
ISBN: 9781593856168

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New to this edition:

• Detailed explanations of how to adapt the techniques for classroom use.
• The latest research findings pertaining to reading diagnosis.
• Updated and expanded book lists.
• Chapter on historical and theoretical foundations.