Transcript Basic Reading Inventory

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
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Phonemic awareness
Phonics
Fluency
Vocabulary
Comprehension
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What can an IRI do?
Identify:
1. reading level
2. 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:
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topic
fact
inference
evaluation
vocabulary
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Comprehension
Questions
Re-telling
Combination of the two
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Other components
Seven forms:
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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?
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90 % excellent comprehension
99% word recognition
Few or no repetitions
Very fluent
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Instructional Level
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75-80% comprehension
95% word recognition
Fluent
Few unknown words
Some repetitions
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Frustration Level
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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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You need:
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
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Administration Procedures
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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
List A
List AA
Sight
(P re-Primer)
Analysis
List A
(P rimer)
Sight
1. me*
2. get
3 home
4. not
5.he
6. tree
7, girl
8. take
1. show*
2. play
3. be
4. eat
5. did
6 brow
7. is
8. boat
1. me
__________
__________
1. show
________ _________
2. get
__________
__________
2. play
________ _________
3. home
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__________
3. be
________ _________
16. farm
17. went
18. friend
19. about
20. some
16. on
17. had
l8 this
19. around
20. sleep
Total correct ________
Analysis
Total correct ________
Scoring guide for graded Word Lis ts
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 below
highest 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
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