Informal Reading Inventory Determining Reading Level

IRI are designed to determine at what level a student can read Without assistance (independent) With assistance (instructional) Levels they should not be asked to read (frustration) Level they can comprehend (potential)

Steps in the IRI 1. Use graded word list to identify beginning levelgraded word list 2. Student reads a graded passagegraded passage 3. Teacher marks all miscuesmarks all miscues 4. Remove the passage 5. Ask comprehension questions, record responsescomprehension questions 6. Analyze results Analyze results 7. Repeat with additional passages until all levels are determined 8. For listening (potential) comprehension – read passages aloud and ask comprehension questions

Step 1 - Graded Word List Provides a quick check for likely reading level – Start with list for lower grade level and work up Are many and varied in nature One example San Diego Quick Assessment Back to steps

Graded Passage Introductory Statement Copy of text Comprehension Questions Some include analysis help Back to steps

Miscue = not read correctly Mispronunciation & Substitutions Back to steps Miscue ExampleScoring gorged Calls wrong wordShe gazed at it Disrupts meaning = 1 looked Substitutes similarShe gazed at it Does NOT disrupt meaning = 0 don gazed Substitutes dialectShe gazed at it Does NOT disrupt meaning = 0 gorged gorged gorged Repeats same mistakeShe gazed at it Count only once = 1

Miscue = not read correctly Refusal to Pronounce & Repetitions Back to steps Miscue ExampleScoring P Child stops readingShe /// gazed at it Doesn’t know word = 1 Child hesitates She /// gazed at it Unsure but got the word = 0 Repeats wordShe gazed at it Depends After 3 sec. give word = 1 Before 3 sec. gets word = 0

Miscue = not read correctly Insertions & Reversals Back to steps Miscue ExampleScoring up Reads word not thereShe gazed / at it Depends on who you ask Omits word She gazed at it Count as miscue = 1 Omits part of word She gazed at it Count as miscue = 1 Reverses wordShe gazed at it Depends If changes meaning = 1 If doesn’t change meaning = 0

Miscue = not read correctly Self-correction, ignores punctuation, & phrasing Back to steps Miscue ExampleScoring gorged SC Corrects after miscueShe gazed at it No miscue = 0 Ignores punctuationHe shouted stop! Does NOT disrupt meaning = 0 Phrasing mistakesHe /hit /the ball Does NOT disrupt meaning = 0 Don’t mark if time is short

Comprehension Questions 10 questions are best for determining % of correct answers Designed to check understanding at a variety of levels Recall Vocabulary Details Inference Cause/Effect Evaluation or Critical Recall Vocabulary Details Inference Cause/Effect Evaluation or Critical Back to steps

Analysis of Results Find percentage of words in text that were called correctly Determine percentage of comprehension questions answered correctly Check chart for reading level Back to steps

IRI Criteria LEVEL WORD RECOGNITION COMPREHENSION Independent 99% or more 90% or more Instructional 95% or more 60% or more Frustration 90% or less 50% or more Listening/Potential Comprehension 70-75% or more Back to steps