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“Finally, lesson-by-lesson, step-by-step guidance for effective literacy instruction for struggling readers! This practical text covers everything involved in diagnosing and correcting reading problems in young and older elementary readers, with multiple case-study examples. Even children with severe reading disabilities will benefit from the well-developed, sequential lessons, which include recommendations for materials and teaching techniques.”

—Pamela J. Dunston, PhD, Director, Clemson University Reading Clinic

“Morris is the voice of experience when it comes to children who struggle with reading. In this remarkable book, he makes a convincing case for every teacher of reading to be trained in clinical diagnosis and correction. Morris integrates his vast knowledge about teaching children to read with his insights about training teachers. The result is a direct, engaging, thorough manual for teachers and tutors of students from the primary grades through middle school. The detailed case studies of interrelated reading, writing, and word study lessons based on careful assessment are wonderful.”

—Jo Worthy, PhD, Department of Curriculum and Instruction, University of Texas at Austin

“Using carefully chosen, in-depth case studies, Morris skillfully models the problem-solving process that all educators who work with struggling readers must develop. If you're looking for a text that places a premium on training knowledgeable teachers who can successfully work with struggling readers, this is it.”

—Kevin Flanigan, PhD, Department of Literacy, West Chester University

“Morris carries on the legacy of pioneering reading clinicians like Emmett Betts, Russell Stauffer, Marie Clay, and Edmund Henderson. In Diagnosis and Correction of Reading Problems, he gives the profession the most precise roadmap to date for a truly mindful, systematic approach to reading instruction. This volume is not only the new essential text for courses in reading assessment and instruction; it is a masterwork that should be read by preservice, novice, and experienced teachers, as well as by literacy educators at the college and university levels.”

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

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Darrell Morris

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