Assessment for Reading Instruction

Systematic reading assessment, with a strong classroom focus

Assessment for Reading Instruction brings together the practical side of reading assessment and the instructional decisions that follow from it. In this fourth edition, Katherine A. Dougherty Stahl, Kevin Flanigan, and Michael C. McKenna guide readers through the major components of literacy assessment for grades K–8, with particular attention to how formal and informal measures can be used to understand students’ strengths and needs.

This is a book built for teachers, literacy specialists, and graduate students who need a clear, usable framework rather than theory alone. The emphasis stays on diagnosis, interpretation, and next-step instruction—exactly the points where assessment becomes most useful in real classrooms.

What this edition emphasizes

• Reading assessment across the full K–8 span
• Diagnostic use of formal and informal measures
• Instructional responses tied to student needs
• Expanded attention to middle-grade readers
• Updated discussion of computer-based testing and academic language

Especially relevant for grades 4–8

One of the clearest strengths of this edition is its broader coverage of the middle grades. A dedicated chapter addresses diagnostic procedures for older students, and the text revisits key reading constructs—word recognition, fluency, vocabulary, and comprehension—with middle-grade readers in mind. That makes the book especially useful when foundational skills still need attention beyond the primary grades.

Practical tools for assessment and instruction

The book’s applied orientation is reinforced by reproducible tools and case-based examples, helping readers move from identifying a difficulty to planning a response. Rather than treating assessment as a separate task, the text positions it as part of an ongoing instructional cycle.

A dependable professional resource

For educators looking for a serious, well-organized guide to reading assessment, this edition offers a balanced blend of explanation, procedure, and classroom application. It is especially well suited to literacy methods courses, intervention planning, and professional study focused on reading difficulties and diagnostic teaching.