"The book is based on the best research on reading and language development and gives readers an opportunity to see nationally renowned experts’ advice in their own words. But rather than a dreary summary of research findings, this book brings the knowledge to life by providing detailed descriptions and illustrations of the practical implications for classroom teaching. Just as teachers slowly and surely lead their children to becoming proficient readers, this book provides scaffolding and a suggested system of schoolwide support for teachers to develop their skills as reading teachers."

From the Foreword by Deborah Stipek

"This book presents an easy-to-understand approach to a complex skill by employing accessible concepts and a research-based conception of classroom assessment. For today’s and tomorrow’s elementary teachers, this book is mandatory reading!"

W. James Popham, Emeritus Professor, University of California, Los Angeles

"Bailey and Heritage draw on a wealth of relevant research and their own work in classrooms to offer practice-oriented guidelines for ongoing assessment of children’s developing academic language literacy. They present clear definitions of concepts and constructs and clearly illustrate how formative assessment can be integrated into everyday instruction. The extended dialogues show how teachers can engage children in examining and talking about their own language development."

Mary J. Schleppegrell, Professor of Education, University of Michigan

“In this important, readable, and practical book, Bailey and Heritage take us beyond what the research says to a clear set of principles for formative assessment in the language arts classroom. Everyone interested in improving reading and writing in our schools should read this book.”

Dylan Wiliam, Deputy Director, Institute of Education, United Kingdom