Sherry Mee Bell is Professor and Department Head, Theory and Practice in Teacher Education, University of Tennessee, Knoxville, TN, USA. A former special and elementary teacher and school psychologist, she is author of a number of articles on assessment, reading/disabilities, and teacher preparation.R. Steve McCallum is Professor, Department of Educational Psychology and Counseling, University of Tennessee, Knoxville, TN, USA. A fellow of the American Psychological Association, he is author of a number of assessment-related articles, tests, texts, and is Consulting Editor and Co-Founder, Journal of Psychoeducational Assessment.

• PrefaceAcknowledgementsChapter 1: Assessment of Reading: The ContextChapter 2: Nature of ReadingChapter 3: Assessing Motivation to ReadChapter 4: informal Assessment: Informing InstructionChapter 5: Informal Assessment: Progress MonitoringChapter 6: Formal Assessment of Reading: Individualized AssessmentChapter 7: Formal Group Assessment: Focus on AccountabilityChapter 8: Using Informal and Formal Assessment Data to Inform TeachingAppendix A: International Reading Association Standards 2010: Standard 3 (Assessment)Appendix B: Inclusive Model of ReadingAppendix C: Literacy Instruction Pie with Overlay of MotivationGlossary

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Sherry Mee Bell is Professor and Department Head, Theory and Practice in Teacher Education, University of Tennessee, Knoxville, TN, USA. A former special and elementary teacher and school psychologist, she is author of a number of articles on assessment, reading/disabilities, and teacher preparation.R. Steve McCallum is Professor, Department of Educational Psychology and Counseling, University of Tennessee, Knoxville, TN, USA. A fellow of the American Psychological Association, he is author of a number of assessment-related articles, tests, texts, and is Consulting Editor and Co-Founder, Journal of Psychoeducational Assessment.

• PrefaceAcknowledgementsChapter 1: Assessment of Reading: The ContextChapter 2: Nature of ReadingChapter 3: Assessing Motivation to ReadChapter 4: informal Assessment: Informing InstructionChapter 5: Informal Assessment: Progress MonitoringChapter 6: Formal Assessment of Reading: Individualized AssessmentChapter 7: Formal Group Assessment: Focus on AccountabilityChapter 8: Using Informal and Formal Assessment Data to Inform TeachingAppendix A: International Reading Association Standards 2010: Standard 3 (Assessment)Appendix B: Inclusive Model of ReadingAppendix C: Literacy Instruction Pie with Overlay of MotivationGlossary

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Sherry Mee Bell is Professor and Department Head, Theory and Practice in Teacher Education, University of Tennessee, Knoxville, TN, USA. A former special and elementary teacher and school psychologist, she is author of a number of articles on assessment, reading/disabilities, and teacher preparation.R. Steve McCallum is Professor, Department of Educational Psychology and Counseling, University of Tennessee, Knoxville, TN, USA. A fellow of the American Psychological Association, he is author of a number of assessment-related articles, tests, texts, and is Consulting Editor and Co-Founder, Journal of Psychoeducational Assessment.

• PrefaceAcknowledgementsChapter 1: Assessment of Reading: The ContextChapter 2: Nature of ReadingChapter 3: Assessing Motivation to ReadChapter 4: informal Assessment: Informing InstructionChapter 5: Informal Assessment: Progress MonitoringChapter 6: Formal Assessment of Reading: Individualized AssessmentChapter 7: Formal Group Assessment: Focus on AccountabilityChapter 8: Using Informal and Formal Assessment Data to Inform TeachingAppendix A: International Reading Association Standards 2010: Standard 3 (Assessment)Appendix B: Inclusive Model of ReadingAppendix C: Literacy Instruction Pie with Overlay of MotivationGlossary

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