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Basic Reading Inventory

Jerry L. Johns - Chapters 1-3

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“Effective reading instruction begins with

assessment.”

Cooter and Perkins, 2007

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Moffett:

“Evaluation is our most important teaching tool.”

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National Reading Panel

• Phonemic awareness• Phonics• Fluency• Vocabulary • Comprehension

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What can an IRI do?

Identify:

1.reading level2.type of instruction most

beneficial to student

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Reading Levels

1. Frustration

2. Instructional

3. Independent

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7 Additional Information

• Strategies for word identification• Fluency• Comprehension strengths &

weaknesses• Listening Level

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Listening Level

Highest level of comprehension when material is read to student

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Responsive instruction

The critical core …..

teachers !

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What is the IRI?

An individually administered informal reading test

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Components

• Graded word lists

• Graded passages followed by questions

• Comprehension questions:– topic– fact– inference– evaluation– vocabulary

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Comprehension

QuestionsRe-tellingCombination of the two

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Other components

Seven forms:– A, B, C = pre-primer to 12 word lists– pre-primer to 8 passages– D = pre-primer to 8 (silent reading)– E = pre-primer to 8 (expository)– LN and LE = ten 250-words passages

grades 3-12, narrative & expository

– See page 5-6

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Emergent Readers

(See the 10 assessments in Part 3)

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What is the Independent Reading Level?

• 90 % excellent comprehension• 99% word recognition• Few or no repetitions• Very fluent

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Instructional Level

• 75-80% comprehension• 95% word recognition• Fluent• Few unknown words• Some repetitions

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Frustration Level

• 50% comprehension• 90% word recognition• Word-by-word reading• Many unknown words• Slow rate• Lack of expression• Lacks fluency; fidgets

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Listening Level

• Highest level students can understand material that is read to them

• Potential for improved learning• 3/10 comprehension questions

• Don’t use in grades 1-3

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Preparation for Administering an IRI

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1. Page 45 summary

2. Student booklet

3. Piece of Heavy Paper (to cover passage)

4. Performance booklet (this manual and CD)

5. Desk and 2 chairs

You need:

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Administration Procedures

• 1. Select a graded word list at easy level• 2. Ask student to pronounce words at comfortable rate• 3. Record responses in “sight” column• ( Beside the word in performance booklet)• 5. Return for second attempt and note responses• 6. Continue until student can’t get 14 words correct or is

frustrated

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Scoring Word Recognition

• 1. Total sight and analysis columns (page 15)

• 2. Consult scoring guide on bottom of teacher’s word lists

• 3. Record number correct and reading levels (page 26)

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List AA 1. me* 2. get 3 home 4. not 5.he 6. tree 7, girl 8. take 16. farm 17. went 18. friend 19. about 20. some

List A 1. show* 2. play 3. be 4. eat 5. did 6 brow 7. is 8. boat 16. on 17. had l8 this 19. around 20. sleep

List AA (Pre-Primer) 1. me 2. get 3. home

Sight __________ __________ __________

Analysis __________ __________ __________

List A (Primer) 1. show 2. play 3. be

Sight ________ ________ ________

Analysis _________ _________ _________

Total correct ________ Total correct ________

Scoring guide for graded Word Lists

Independent 20-19

Instructional 18 17 16

Inst/Frust 15 14

Frustration 13 or less

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Scoring Word Recog. in Isolation

1. Total correct responses in both columns

2. Use scoring guide to estimate reading level for each list

3. Record scores on summary sheet

See page 26

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Word Recognition in Context (passages)

• Student reads aloud 1 level belowhighest independent level on lists.

Teacher records miscues on copy

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What are miscues?

• Student’s oral reading differs from the printed passage

• Teacher records miscues

• See page 28

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Scoring word recognition in passages

• Count number of miscues• Consult criteria in scoing guide• Record on summary sheet

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Comprehension questions

• 1. Ask questions in performance booklet

• 2. Continue until student is frustrated

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Scoring Comprehension Questions

1. Count # answered incorrectly.2. Record in box.3. Consult criteria to convert scores

into reading levels.4. Record on summary sheet

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Go to page 16

(sample test materials)

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SUMMARY SHEETS

• PRACTICE: PAGES 61-65

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TEACHING STRATEGIES

• CHART - • PAGE 87

• CLUSTER DESCRIPTIONS - • PAGES 89-94