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I am really excited about the inclusion of motivation and self-efficacy. Many times we as university
professors look over the obvious, like motivation, but we must remember it is not always obvious to inexperienced
preservice teachers. . . . . The suggestions for motivating children to read will be a section that university
candidates may look back on after graduation, when they have their own classrooms and need ideas. --Jerilou Moore,
University of Mississippi
The attention to second language learners is one of this text's strengths. I particularly like that these learners and
appropriate instructional strategies are provided in each chapter. --Jacqueline Peck, University of Akron
In one of my other courses where my students learn to do textbook evaluations, I brought in all the textbook options we
were considering for this course, and allowed my students . . . to give their input into the decision. DeVries' book
overwhelmingly won the approval of my students. Some of them who will not be taking the Assessment class asked if they
could purchase the book anyway, wanting it for a teacher resource. That speaks very highly of this textbook, as students
rarely get excited about purchasing textbooks that are not mandatory! --DiAnn McDown, University of Central Oklahoma
About the Author
Beverly DeVries, Ed.D., has been teaching at Southern Nazarene University in Oklahoma since 1993. She
teaches reading diagnosis and primary and elementary literature/language arts. In all her courses, she demonstrates how
teachers can use authentic assessment and instruction, using quality children's literature. She is presently on the
Standards and Ethics Committee of the International Reading Association (IRA) and is the reading specialist on the
Oklahoma Commission Program Advisory Board. She presents workshops on Writing Successful Reading Program Reports at the
state and national level.
DeVries received her Ed.D. from Oklahoma State University. Before beginning her college teaching career, she spent most
of her years in the middle school, teaching composition and reading. It was during those years that she recognized the
importance of early literacy intervention.