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Basic Reading Inventory

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Presentation on theme: "Basic Reading Inventory"— Presentation transcript:

1 Basic Reading Inventory
Jerry L. Johns - Chapters 1-3

2 “Effective reading instruction begins with assessment.”
Cooter and Perkins, 2007

3 Moffett: “Evaluation is our most important teaching tool.”

4 National Reading Panel
Phonemic awareness Phonics Fluency Vocabulary Comprehension

5 Identify: What can an IRI do? reading level
type of instruction most beneficial to student

6 Reading Levels Frustration Instructional Independent

7 7 Additional Information
Strategies for word identification Fluency Comprehension strengths & weaknesses Listening Level

8 Highest level of comprehension when material is read to student
Listening Level Highest level of comprehension when material is read to student

9 Responsive instruction
The critical core ….. teachers !

10 An individually administered informal reading test
What is the IRI? An individually administered informal reading test

11 Components Graded word lists Graded passages followed by questions
Comprehension questions: topic fact inference evaluation vocabulary

12 Comprehension Questions Re-telling Combination of the two

13 Other components Seven forms: A, B, C = pre-primer to 12 word lists
pre-primer to 8 passages D = pre-primer to 8 (silent reading) E = pre-primer to 8 (expository) LN and LE = ten 250-words passages grades 3-12, narrative & expository See page 5-6

14 Emergent Readers (See the 10 assessments in Part 3)

15 What is the Independent Reading Level?
90 % excellent comprehension 99% word recognition Few or no repetitions Very fluent

16 Instructional Level 75-80% comprehension 95% word recognition Fluent
Few unknown words Some repetitions

17 Frustration Level 50% comprehension 90% word recognition
Word-by-word reading Many unknown words Slow rate Lack of expression Lacks fluency; fidgets

18 Listening Level Highest level students can understand material that is read to them Potential for improved learning 3/10 comprehension questions Don’t use in grades 1-3

19 Preparation for Administering an IRI

20 1. Page 45 summary 2. Student booklet 3
1. Page 45 summary 2. Student booklet 3. Piece of Heavy Paper (to cover passage) 4. Performance booklet (this manual and CD) 5. Desk and 2 chairs You need:

21 Administration Procedures
1. Select a graded word list at easy level 2. Ask student to pronounce words at comfortable rate 3. Record responses in “sight” column ( Beside the word in performance booklet) 5. Return for second attempt and note responses 6. Continue until student can’t get 14 words correct or is frustrated

22 Scoring Word Recognition
1. Total sight and analysis columns (page 15) 2. Consult scoring guide on bottom of teacher’s word lists 3. Record number correct and reading levels (page 26)


24 Scoring Word Recog. in Isolation
Total correct responses in both columns Use scoring guide to estimate reading level for each list Record scores on summary sheet See page 26

25 Word Recognition in Context (passages)
Student reads aloud 1 level below highest independent level on lists. Teacher records miscues on copy

26 What are miscues? Student’s oral reading differs from the printed passage Teacher records miscues See page 28

27 Scoring word recognition in passages
Count number of miscues Consult criteria in scoing guide Record on summary sheet

28 Comprehension questions
1. Ask questions in performance booklet 2. Continue until student is frustrated

29 Scoring Comprehension Questions
Count # answered incorrectly. Record in box. Consult criteria to convert scores into reading levels. Record on summary sheet

30 Go to page 16 (sample test materials)



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