With an emphasis on the many uses of assessment data, this text offers prospective teachers a unique new approach to using various assessments to inform their literacy instruction at every level. Through examples and discussion, readers are shown how to scaffold literacy instruction for emergent, early, and fluent readers, based on information they have gathered about pupils' learning. A solid research base and strong treatment of underlying theory support dozens of practical, accessible strategies that are clearly aligned with performance-based assessments. In addition, the authors' clear, pragmatic style makes the material easily understandable to undergraduates, graduates and classroom teachers.