Basic Reading Inventory Jerry L. Johns - Chapters 1-3

“Effective reading instruction begins with assessment.” Cooter and Perkins, 2007

Moffett: “Evaluation is our most important teaching tool.”

National Reading Panel Phonemic awareness Phonics Fluency Vocabulary Comprehension

Identify: What can an IRI do? reading level type of instruction most beneficial to student

Reading Levels Frustration Instructional Independent

7 Additional Information Strategies for word identification Fluency Comprehension strengths & weaknesses Listening Level

Highest level of comprehension when material is read to student Listening Level Highest level of comprehension when material is read to student

Responsive instruction The critical core ….. teachers !

An individually administered informal reading test What is the IRI? An individually administered informal reading test

Components Graded word lists Graded passages followed by questions Comprehension questions: topic fact inference evaluation vocabulary

Comprehension Questions Re-telling Combination of the two

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

Emergent Readers (See the 10 assessments in Part 3)

What is the Independent Reading Level? 90 % excellent comprehension 99% word recognition Few or no repetitions Very fluent

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

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

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

Preparation for Administering an IRI

1. Page 45 summary 2. Student booklet 3 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:

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

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)

Scoring Word Recog. in Isolation Total correct responses in both columns Use scoring guide to estimate reading level for each list Record scores on summary sheet See page 26

Word Recognition in Context (passages) Student reads aloud 1 level below highest independent level on lists. Teacher records miscues on copy

What are miscues? Student’s oral reading differs from the printed passage Teacher records miscues See page 28

Scoring word recognition in passages Count number of miscues Consult criteria in scoing guide Record on summary sheet

Comprehension questions 1. Ask questions in performance booklet 2. Continue until student is frustrated

Scoring Comprehension Questions Count # answered incorrectly. Record in box. Consult criteria to convert scores into reading levels. Record on summary sheet

Go to page 16 (sample test materials)

SUMMARY SHEETS PRACTICE: PAGES 61-65

TEACHING STRATEGIES CHART - PAGE 87 CLUSTER DESCRIPTIONS - PAGES 89-94