Comprehensive Reading Inventory All you ever wanted to know…and then some! Presented by Jennifer Izzo

Informal Reading Inventory  “The purpose of an Informal Reading Inventory (IRI) is to provide greater insight into a student's reading level. It does not provide a specific diagnoses; rather, it provides the "normal" classroom teacher greater understanding of a child's abilities, which in turn may lead to more accurate instruction.” From

Why Give an IRI?  To assess instructional, independent and frustrational reading levels.  To conduct a miscue analysis of oral reading.  To assess oral reading comprehension at grade level.  To assess silent reading comprehension  To determine fluency levels.  To assess listening comprehension skills.  To assess the ability to retell what was read.

Main Parts of an IRI  Word lists/sentences used to guide initial passage placement.  Oral reading passage  Comprehension questions

Some IRI’s Also Include….  Listening comprehension  Interest Inventories  Reading Attitude Surveys  Alphabetic Assessments  Retelling checklists

CRI and SBRR  The National Institute of Child Health and Human Development (NICHD) convened a panel of experts to review scientifically based reading research (SBRR), who published their findings in April,  This panel identified what is now called the “Big Five,” or the five most essential components of reading instruction according to research.  The CRI is aligned with these recommendations.

The Big Five  Phonemic Awareness  Phonemic Awareness Tests  Phonics  Phonics Quick Test  Miscue Analysis  Reading Fluency  CRI forms  Vocabulary  High-Frequency Word Knowledge Survey  Reading Comprehension  CRI forms

CRI Assessment Process  Step 1: Starting Point Assessments  Interest Inventory(K-8)  Reading Attitude Survey (K-5)  Step 2: Reading Assessments  “Alphabetics” (K-3)—Phonemic Awareness, Alphabet knowledge, and Phonics  Vocabulary  Reading Fluency  Step 3: Complete Student Summary Form and Analyze Data  Step 4: Plan and Deliver Instruction, then reassess to measure student progress.

Starting Point Assessments  Interest Inventory—  “One of the most important, and often ignored, aspects of reading assessment is the affective domain. Affect involves interest, attitude, and motivational factors related to reading success….information about reading interests can help the teacher select reading materials that are appealing to the student and…chose texts matched to student's background knowledge and vocabulary; information derived from questions related to reading and study habits at home can provide teachers with insights and appropriate suggestions for parents at home.” CRI p. 16

Sample Interest Inventory  Take a few minutes in your group to look over the interest inventory. Have a recorder for the group write down strengths, weaknesses and insights.  Watch the following sample of the administration of the Interest Inventory, and practice recording the answers.

Starting Point Assessments  Interest Inventory  Reading Attitude Survey  “This instrument helps teachers discover students’ fundamental attitudes about reading at school, home and for pleasure.” CRI p. 18

Reading Attitude Survey  Take a few minutes in your group to look over the Reading Attitude Survey. Have a recorder for the group write down strengths, weaknesses and insights.  Watch the following sample of the administration of the Reading Attitude Survey, and practice recording the answers.

Alphabetics  Phonemic Awareness Tests  Initial Consonant Sounds—assess a student’s ability to hear, segment, and produce beginning sounds in spoken words.  Phonemic Segmentation Test—measures a student’s ability to hear whole spoken words, then segment the word into separate sounds.  Blending Sounds Test

Phonemic Awareness Tests  Take a few minutes in your group to look over the Phonemic Awareness Tests. Have a recorder for the group write down strengths, weaknesses and insights.  Watch the following sample of the administration of the Phonemic Awareness Tests, and practice recording the answers.

Alphabetics  Phonemic Awareness Tests  Letter Naming Test  Phonics Quick Test  Students pronounce non-sense words that represent the most common and useful phonic patterns.

Letter Naming Test and the Phonics Quick Test  Take a few minutes in your group to look over the Letter Naming Test and the Phonics Quick Test. Have a recorder for the group write down strengths, weaknesses and insights.  Watch the following sample of the administration of the Phonics Quick Test, and practice recording the answers.

Vocabulary  High Frequency Word Knowledge Survey  Based on Fry’s research

High Frequency Word Knowledge Test  Take a few minutes in your group to look over the High Frequency Word Knowledge Test. Have a recorder for the group write down strengths, weaknesses and insights.  Watch the following sample of the administration of the High Frequency Word Knowledge Test, and practice recording the answers.

Placement Sentences  The authors suggest that you have students read sentences two grade levels below their current grade placement, if possible.  Have students continue reading until they miss two words or more in a set.  The highest level of placement sentences read with zero errors should be the level of the first passage to be read by the student.

Placement Sentences  Take a few minutes in your group to look over the placement sentences for level D, which is expository. Have a recorder for the group write down strengths, weaknesses and insights.  Watch the following sample of the administration of the placement sentences, and practice recording the answers.

Silent Reading Comprehension  Read the background statement aloud.  After the silent reading is complete, remove the passage and ask the student to retell what they have read.  As the student retells what was remembered, mark “UA” (for unaided recall) the questions and answers found in the assessment protocol that are answered according to the information the student recalls.  As the remaining questions not covered in the student’s retelling. Place an “a” (for aided recall) next to correct responses.

Silent Reading Comprehension  Watch the following administration sample and mark the answers in your packet.

Oral Reading and the Analysis of Miscues  Have the student read orally up to the oral reading stop-maker (//) noted on the Miscue Grid.  Note miscues and complete the miscue grid.

Oral reading and the Analysis of Miscues  Watch the following sample and mark the miscues in your packet.

Miscue Analysis  Please review the miscue analysis portion of the test and the attached literature with your group and have your recorder note strengths, weaknesses and insights.

Listening Comprehension  listening comprehension provides an insight into a child’s reading potential.  Begin by using the passage that reached the frustrational level criterion.  The highest level to which thee student can respond to 75% of the questions correctly is the students listening comprehension level.

Listening Comprehension  Watch this sample of the administration of a listening comprehension passage.

Completing the Student Summary Form  The CRI has several student summary forms, for regular classroom, special ed, Title I, and 504.  In your group, complete the general education student summary form for our sample student. While completing the form, have your recorder record strengths, weaknesses and insights. The age of our sample student is 5 years, 6 months, and he is in Kindergarten.

Additional Student Samples  Go to the Pioneer Home page/High School/Teacher Pages/Mrs. Izzo and locate the CRI Staff Development area.  There are two video samples of the administration of the CRI for you to view. Please complete the protocols for each student.