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“Recommended. Upper-division undergraduate, graduate, and professional collections.”

—Choice Reviews (on the first edition)

“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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Darrell Morris

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