Informal Reading Inventory Dr. Melissa Comer Tennessee Tech University

What is an IRI? Informal Reading Inventory A diagnostic assessment (screening test) that allows teachers, reading specialists or interventionists to: Ascertain readability levels Diagnose reading issues Make informed decisions concerning instruction based on the skills, abilities, and needs of the learner

What is an IRI? Graded word lists Establishes reading baseline Highest level of 100% correct Use to determine where to start the graded passages 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 Grade level equivalent scores 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

Instructional Level Student can read but requires assistance Oral reading 95% accuracy or higher for grades % accuracy or higher for grades 1-2 AND 75% or higher comprehension Silent reading 75% or higher comprehension

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

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

Other Details 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 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. Why?

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.

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.

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.

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.

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

Questions? Comments?