Reviews
"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 "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 "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, Henderson Professor of Reading Education and Executive Director, McGuffey Reading Center, University of Virginia , "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, Henderson Professor of Reading Education and Executive Director, McGuffey Reading Center, 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 , "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, "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, "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, Henderson Professor of Reading Education and Executive Director, McGuffey Reading Center, 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, "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 "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 "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, Henderson Professor of Reading Education and Executive Director, McGuffey Reading Center, 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
