Informal Reading Inventory Dr. Kristen Pennycuff Trent

What is an IRI? Informal reading inventory A type of informal reading test designed to provide teachers with information Discover levels of reading material Diagnose some specific reading problems Learn about the skills, abilities, and needs of the individual to plan a reading program

What is an IRI? Graded word lists Graded passages Two lists of 20 words from each reading level (preprimer-twelfth grade) Tells us placement level Where to start the graded passages Highest level with 100% correct Graded passages Four forms for each reading level (preprimer-twelfth grade) Fiction and non-fiction Oral and silent reading Comprehension questions

What can an IRI tell teachers? Quantitative information Expressed in grade level equivalent scores to indicate reading level Measured in percentage of accuracy Word recognition accuracy Percentage of correct answers to comprehension questions Independent Instructional Frustration Listening Comprehension Qualitative information Word recognition strengths and difficulties Comprehension strengths and difficulties

Independent Level Student can read successfully without assistance Oral reading Fluent and free from finger pointing Word accuracy 99% or higher AND Comprehension 90% or higher Silent reading Free from finger pointing and subvocalization Comprehension 90% or higher Level of materials for free-reading pleasure or tasks performed without assistance Good choice for strategy and skill instruction, as well as fluency development Learn and practice before transfer to harder, more difficult text

Instructional Level Student can read with assistance of the teacher Oral reading 95% accuracy or higher for grades 3-12 85% accuracy or higher for grades 1-2 AND 75% or higher comprehension Silent reading 75% or higher comprehension Free from finger pointing and overt signs of tension Oral reading may be less fluent than independent, but should still retain rhythm and cadence Oral reading 95% accuracy or higher when counting only miscues that change meaning 90% accuracy or higher when counting all miscues 70% or higher comprehension Silent reading Material for reading and content area instruction, assumes that teacher will introduce unfamiliar words and concepts and provides background knowledge as needed Also tells us if student is below the chronological grade placement Spache (1981) describes severe reading problems as If 1st, 2nd, or 3rd grader is more than 1 grade level behind If 4th, 5th, 6th grader is more than 2 years behind If 7th or higher student is more than 3 years behind

Frustration Level Student is unable to read with adequate word identification or comprehension Signs of difficulty and tension are evident Oral reading lacks fluency Word recognition less than 85% in grades 1-2 Word recognition less than 90% in grades 3-12 OR Comprehension less than 50%

Listening Comprehension Level Sometimes called the Capacity level Potential level Comprehension level of at least 75% Usually start with frustration level for oral or silent reading

Qualitative Information Word recognition miscue analysis During word list and oral reading “Code” the mistakes a child makes Mispronunciation Substitution Refusal to pronounce Insertion Omission Repetition Reversal Self-correction The types of miscues made may provide the teacher with information about how a reader decodes words and about the reader’s phonics and structural analysis skills.

Qualitative Information: Word recognition miscue analysis Does it change the meaning? I will speak to him. “I will talk to him.” Talk is a more natural word for the child and it does not change the meaning. “I will speed to him.” Miscue disrupts the meaning, but not the syntax. The child might not recognize that a miscue has occurred. “I will spinach to him.” Miscue results in nonsense and is serious problem for comprehension.

Qualitative Information: Word recognition miscue analysis If it doesn’t change the meaning, we don’t worry about it. Probably due to internal translation process of the reader and not to the reader’s ability to decode.

Qualitative Information: Comprehension question analysis Main idea question Asks for the central theme of a selection Detail question Asks for bits of information directly stated in the material Inference question Asks for information that is implied, but not directly stated, in the passage. Sequence question Requires knowledge of events in their order of occurrence Cause-and effect question Names a cause and asks for its effect or mentions an effect and asks for its cause Vocabulary question Asks for the meaning of a word or phrase used in the selection

Who needs to take the IRI? Ideally, every student would be given the IRI so the teacher could Place him at the correct level in the reading program Supply appropriate content-area reading material Recommend recreational reading Students who have reading problems, have transferred in without records, or who score low on a standardized test, or gifted students

More questions When should the IRI be given? Beginning, middle, and end of the year If a child is having trouble or has just transferred How long does it take to administer the IRI? Usually only about an hour for an experienced administrator Who can administer the IRI? Any teacher YOU

Administration of the IRI Set the stage for testing. Administer the graded word lists for placement. Administer the graded passages. Administer listening passages. Analyze the findings. Interpret the results qualitatively and quantitatively.

Administration of the IRI Setting the stage for testing Create a stress-free testing environment Materials IRI, scoring sheets, tape recorder, stop watch, paper, pencils Conversation Make subject feel at ease Take frequent breaks

Administration of the Word Lists “I have some lists of words that I want you to read one at a time. Some of the words will be easy for you, and some I expect to be very hard. Don’t worry. You are not expected to know all of them. If you don’t know a hard word right away, try your best to figure it out. I cannot help you in any way, and I cannot tell you whether you are right or wrong. Just do your best. Are you ready?” Begin with word list at least two years below current chronological placement

Administration of the Word Lists Accuracy of identification Does the student read the word correctly? If so, place a check mark next to the word Errors recorded with phonetic equivalency If self-correct, write SC If student skips a word or pauses for more than 10 seconds, write DK (don’t know)

Administration of the Word Lists Drop to an easier list if there are any miscues on the starting word list and continue to drop until you find the list where there are no errors. Continue to higher lists until a list is found where the student makes at least one error. Placement level is the level where the student had no errors. This is the level where you start the graded passages.

Your Turn: Word Lists Word List Administration Work with a partner to give each other the word lists. Each reader assume the role of a child at either a lower or advanced level. Tell the scorer your grade level and make mistakes you think would be common.

Administration of the IRI: Graded Passages Usually do oral, silent, and then listening. Start with a passage at the student’s placement level from the word lists. Tell the student what will be expected during the assessment process. Present the student’s copy of the first passage and read the introductory statement to him.

Administration of the IRI: Graded Passages Ask the student to read the passage orally. Mark all miscues on the teacher copy as the child reads. Quickly count up the miscues and circle the percentage of word recognition correct on the teacher copy. Don’t count self corrections, repetitions, and mispronunciations of proper nouns.

Administration of the IRI: Graded Passages Remove the passage from the student’s view and ask the accompanying comprehension questions. Record exact answers. If the child answers with only one word, ask “Anything else?” or “Could you tell me more?” Quickly count up the incorrect comprehension answers and circle the comprehension percentage.

Administration of the IRI: Graded Passages If the student met BOTH the criteria for the independent level, move to the next highest level. If the student did not meet the criteria for the independent level, drop back to the next lower grade level. Continue to drop back until the independent level is found and labeled. If the frustration level has not been met, go to the next level above that passage. Continue to move forward until the frustration level is found and labeled.

Your Turn: Graded Passages Oral Reading Work with a partner to administer the oral passages. Readers: Assume the role of a child at either a lower or advanced level. Make mistakes you think would be common. Scorers: Try to find the independent, instructional, and frustration levels for your “student”.

Administration of the IRI: Graded Passages For silent reading, start with another Form of the test at the same placement level. Present the student’s copy of the first passage and read the introductory statement to him. Ask him to read silently and look up at you when he is finished. If the child asks for help say “Do the best you can. I want to find out how well you read without help.”

Administration of the IRI: Graded Passages Remove the passage from the student’s view and ask the accompanying comprehension questions. Record exact answers. If the child answers with only one word, ask “Anything else?” or “Could you tell me more?” Quickly count up the incorrect comprehension answers and circle the comprehension percentage.

Administration of the IRI: Graded Passages If the student met BOTH the criteria for the independent level, move to the next highest level. If the student did not meet the criteria for the independent level, drop back to the next lower grade level. Continue to drop back until the independent level is found and labeled. If the frustration level has not been met, go to the next level above that passage. Continue to move forward until the frustration level is found and labeled.

Your Turn: Graded Passages Silent Reading Work with a partner to administer the silent passages. Readers: Assume the role of a child at either a lower or advanced level. Make mistakes you think would be common. Scorers: Try to find the independent, instructional, and frustration levels for your “student”.

Administration of the IRI: Graded Passages Now you’re ready for the listening level. Start with another form of the test at the next higher level than the frustration level. Read the passage aloud. Remove the passage from the student’s view and ask the accompanying comprehension questions. Quickly count up the incorrect comprehension answers and circle the comprehension percentage. Stop when the child reaches less than 75% comprehension level and mark that level with Listening.

Your Turn: Graded Passages Silent Reading Work with a partner to administer the listening passages. Readers: Assume the role of a child at either a lower or advanced level. Make mistakes you think would be common. Scorers: Try to find the listening comprehension level for your “student”.

How is the IRI scored and interpreted? Worksheets Worksheet for Word Recognition Miscue Tally Chart Worksheet for Qualitative Analysis of Uncorrected Miscues in Context Summary Forms Teacher Summary Form for Quantitative Analysis Teacher Summary of Qualitative Analysis

Your Turn: Case Study Using your case study packet and the Walker text, work with a partner to create an intervention plan for Melissa.

Selecting Instructional Techniques Guided Questions for Case Analysis

Print Processing vs Meaning Processing Within the lesson, which processes (print or meaning processing) do I need to support? Why? Print processing: Decoding/Word recognition Meaning processing: Comprehension

Type of Text Narrative Expository Look back at IRI passages Check for comprehension and vocabulary clues Consider the child’s grade level

Lesson Support How can you best support comprehension and word recognition throughout the lesson? Why? Before During After

Classifying Techniques by Mode of Response Writing Reflective thinking Constructing meaning Using written conventions Discussion Meaning construction Verbalizing plans and strategies for meaning construction Making social thinking an internal process

Classifying Techniques by Mode of Response Which mode of response (discussion or writing) will better assist this student in advancing his reading? See Table 5-1 page 72

Classifying Techniques for Strategy and Skill Instruction Predicting Guessing about what the author is going to say. Before and during reading Monitoring Checking the text or your background knowledge to see whether what you are reading makes sense. During reading Elaborating Relating new information to what is known in order to remember it, making new information part of what you know During and after reading

Classifying Techniques for Strategy and Skill Instruction Which strategy or strategies (predict, monitor, or elaborate), if learned, will increase this student’s reading? See Table 5-2 page 77 Which skills, if learned, would increase this student’s reading? See Table 5-3 pages 82-83 THE GENIUS TABLE

Classifying Techniques by Sources of Information Some readers overrely on reader-based information, making inferences from topic knowledge when a more careful reliance on the text is warranted. Some readers overrely on text-based information, repeating text segments when inferences from background knowledge are more appropriate.

Classifying Techniques by Sources of Information Which sources of information (text based or reader based or both) does the student tend to use? Table 5-4 pages 88-89

Classifying Techniques by Type of Structure Explicit Instruction Based on reasons for learning Teacher modeling of how it works Collaborative practice Gradual release of teacher control Typical strategies Word probe strategy Question Answer Relationships Implicit Instruction Based on immersion in reading Teacher as a linguistic inquirer Scaffolding thinking, using student responses Student generation of rules and ideas Typical strategies Language Experience Approach Literature Circles

Classifying Techniques by Type of Structure In order to advance reading, what kind of mediated instruction (implicit or explicit) does the reader need? Table 5-5 pages 92-93

Strategy Selection Think about the instructional framework during GCR and select strategies or techniques that will allow the student to think about whole stories meaningfully. Think about the student’s preferences and decide if writing or discussing will advance story understanding. Think about SAS and select a technique that allows the student to use their strengths to support their weaknesses. Refine your selection by checking it against the student’s strengths and needs. Source of information and type of mediated instruction Differentiate as needed.

Walker’s View of Instructional Techniques or Strategies Description Targeted Reading Levels Predominant Focus of Instruction Will follow guided questions Procedures Basic View of Reading Patterns of Strengths and Strategies Learner Patterns that Produce Increased Engagement Description (brief) Targeted Reading Levels (some more appr. Than others) Predominant Focus of Instruction Will follow guided questions (print or meaning; before, during, after reading; oral or written; prediction, elaboration, or monitoring; skill emphasized; source of information, type of instruction) Procedures (step by step procedures) Basic View of Reading (match how a child is learning with a technique that matches that learning process) Patterns of Strengths and Strategies (what the kid is asked to do when the teacher implements the strategy) Learner Patterns that Produce Increased Engagement (active reader vs passive reader) Word Probe Strategy pages 204-205 Present Generative Reciprocal Inference Procedure Imagery Instruction Impress Method ReQuest Sound Boxes

Narrative of Sample Tutoring Sessions for CA Date of each session and title of lesson Outline of strategy used Materials Time involved Setting description Description of lesson in 1-2 paragraphs Mock artifact of session Reflection or evaluation of the session

Questions? Comments?