Word Recognition Inventory How to administer the Informal Reading Inventory to a student

Assessing student in getting to the next reading and comprehension level Discovering minor reading Problems. Independent - without assistance Instructional - with assistance Frustration - levels where there is problem

Emphasis is on Learning about the skills, abilities, and needs of the student in order to plan a program of reading instruction that will help the student progress. Make the student feel comfortable and explain the assessment process. There are NO time limits. Begin with list of words that are two grades below the students academic grade level.

Step One Begin with list of words that are two grades below the students academic grade level. –We begin with the primer grade list of words. Method - show student one word at a time. The student uses a strategy to help them read the words. –The student blends letters together. –Ex. – b + low, says the word low and makes sound for b. –Pronounces the word “many” as man + e. Sees the “y” as a long e.

Step Two Read words from the first grade list. Student was able to read eighteen out of the twenty words. Student received assistance in reading all the words. Student could not pronounce “drank” and “enough”. –Student covered the letters in the word drank to break down the word. –The “ou” and the “gh” in enough were hard for the student. Student didn’t understand why the word wasn’t spelled with an “f”.

Step Three Read words from the second grade list. The student was not able to read most of the words. Without assistance the student was able to read nine out of the twenty-five words. Student was able to read four words with assistance. The student went from word to word pronouncing the words and not figuring out the word.

Steps for the WRI Student is asked to read passages orally. Teacher must mark all miscues on their copy. Ask the comprehension questions after Removal of the passage. Present student with passage from a different form at the same grade level Ask student to read silently. Ask the comprehension questions after Removal of the passage.

Reading Passages – Oral and Silent Student will read oral and silent passages. Assessment of fluency and word recognition proficiency at various levels of difficulty to determine the level of materials that a student should read under various conditions. Used for listening comprehension.

Reading Passages – Part 1 Begin with the same grade as the word list, which is primer. Begin with oral reading. –Student can use their pointer finger while reading. –The primer passage that is read orally is no problem for the student. –Student takes time and asks questions. –Once finished, I ask questions to assess comprehension of the passage read.

Reading Passages – Part 2 Student begins with silent reading. –The student uses her pointer finger and stops to have help with some words. –The passage was read like one long sentence. –Student did not pay attention to punctuation. When the student was finished I began to ask questions to assess comprehension. –The student answered six out of the eight questions correctly.

Strengths and weaknesses The student reads well on a primer level. Students level at which they would be able to read if no limiting factors were present. The student will need assistance when reading books on the next level. –Student was able to read 80% on their own. Student needs to work on her listening skills. –Was able to answer the literal questions, but as they got harder, the student began to miss questions. –Student will skip over words they don’t know.

Behavior during Teacher should take note of the students behavior during reading assessment which was non confrontational.