1. Informal Reading Inventory
Using the Ekwall/Shanker Reading Inventory
4th Edition
Taken from:

2. Discover levels of reading material pupils can read:
Without assistance (independent)
With assistance (instructional)
Levels they should not be asked to read (frustration)

3. Emphasis on:
Individual performance of someone who is taking an IRI - NOT with others who have taken it

4. Emphasis on:
Learning about the skills, abilities, and needs of the individual in order to plan a program of reading instruction that will allow for maximum rate of progress

5. Emphasis on: NO time limits
NOT compared against standardized or normed scores
BUT against pre-established standards which must be met if a reader is to become a successful, accomplished reader
No matter how old the reader, must be fluent and comprehend at existing instructional level in order to continue progressing

6. Allows for: Comparison of silent and oral reading
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
Listening comprehension

7. Listening comprehension:
Why?

8. Listening comprehension:
Allows a more definitive conclusion about “capacity” or “potential” level
Level at which student probably would be able to read if no limiting factors were present
Comparing student’s capacity level with his or her instructional level can indicate potential for improvement

9. IRI Criteria-p. 9 LEVEL WORD REC COMP
Independent % or more % or more
Instructional % or more % or more
Frustration % or less % or more
Listening Comprehension % or more

10. Steps in the IRI
Give San Diego Quick or graded word lists (GWL) (pp ) (p. 128 AND pp )
Locate a passage at the student’s placement level (pp )
Tell the student what will be expected during the assessment process
Present the copy of the first passage to the student and read intro statement (student pages have symbols for levels--see p. 19 for key to symbols)

11. Steps in the IRI Ask the student to read the passage orally (p. 130)
Mark all miscues on the teacher’s copy (p.194)
Remove the passage and ask the comprehension questions
Record incorrect responses for later miscue analysis (marking system p. 24)

12. Steps in the IRI
Present student with passage from a different form at the same grade level
Read intro statement
Ask student to read silently and look up when finished
Remove passage and ask comprehension questions, record incorrect responses

13. Steps in the IR
If student met criteria on word recognition and comprehension, move on to next higher level and administer oral and silent passages from the same two forms as before
If student did not meet independent level, drop back to next lower grade passage and administer both forms at that level
Continue to drop back until independent level is located

14. Steps in the IRI
If the initial passage presented was not at frustration level, go to the next level above that passage until frustration level is met
For listening comprehension level--read passages above frustration level aloud
Ask comprehension questions
Continue to read progressively higher passages until student falls below 75% comprehension

15. Analysis of IRI See pp. 89 for sample analysis
See pages p. 114 for analysis forms
See page p. 33 for crib sheet
Make copies of forms and teacher documents