2.  Reading Assessment informs instruction  We base our reading instructional program on the student’s reading strengths and weaknesses  Differentiate for each learner

3.  Teacher-Student Conference Notes  Reading Interest Inventory  Parent /Guardian Interview Form  Informal Reading Inventory (IRI)  What’s Easy/What’s Hard Reading Form  School Record Summary  Reading Log

4.  An informal reading test that provides teachers with instructional guidance and information  A placement and monitoring tool  Quantitative and Qualitative data  Learn about the skills, abilities, and needs of the individual learner  Two parts:  Graded Word Lists (used for placement)  Graded Reading Passages (used to determine reading level)

5.  Determine reading level based on:  Percentage of word recognition accuracy  Percentage of correct answers to comprehension questions  Independent Level – The level at which a student can read with understanding and ease  99% word recognition; 90% or better comprehension  Instructional Level – The level at which a student can read with understanding with the teacher’s assistance  85% word recognition; 75% or better comprehension  Frustration Level – The level at which a student is unable to function adequately due to difficulty of material  Less than 85% word recognition; less than 50% comprehension

6.  Word Recognition Miscue Analysis: Record miscues on word lists and reading passages to determine strengths and weaknesses; patterns of phonetic weaknesses are revealed  Comprehension Question Analysis: Six types of questions are used; which type(s) is an issue for the student  Retelling: Reveals text-reader interaction; reveals organization of thought and recall

7. 1. Prepare the location 2. Administer Graded Word Lists (placement) 3. Administer Graded Passages (leveling) 4. Administer Listening Passages (if desired) 5. Analyze the findings. 6. Interpret the results.

8. 1. Begin with word list 2 years below grade level 2. Tell the student to read each word. 3. Mark correct responses and miscues 4. Drop to an easier list if there are any miscues. 5. Continue to higher list until reach list with at least one miscue. 6. Highest level list without any miscues is the student’s placement level for reading passages.

9. 1. Choose placement level passage. 2. Explain the assessment process. 3. Place the passage in front of the student and read the introductory statement. 4. Ask the student to read the passage aloud. Time in seconds if desired. Mark all miscues. 5. Remove passage. Ask student to retell. Complete retell checklist. 6. Ask student comprehension questions. Record incorrect responses.

10. 7. If student meets word recognition and comprehension criteria, move to next higher level passage. 8. Drop back a passage level if independent level criteria are not met on passage. 9. Move higher or drop back as warranted. Locate independent level and frustration level.

11. 1. After determining the student’s frustration level, read the next higher passage aloud to him/her 2. Ask the student the comprehension questions; record incorrect responses 3. Continue to each higher level until the student falls below 75% comprehension level

12.  Keep track of the student’s word recognition and comprehension percentages using the scoring aid on each scoring sheet (keep in mind the independent, instructional, and frustration level percentages)  Worksheet for Word Recognition Miscues: use to tally types of word recognition miscues in each passage; count mispronunciations, substitutions, insertions, omissions, reversals, repetitions, and refusals  Worksheet for Qualitative Analysis of Uncorrected Miscues: use to determine if student is attending to graphic clues, syntactic clues and semantic clues; record expected and unexpected responses; decide if graphically, syntactically, or semantically similar

13.  Quantitative Analysis:  Identifying information  Graded Word List Performance Level  Types of Miscues in Context (use worksheet data)  Comprehension Skill Analysis Chart  Summary Table of Percentages  Reading Passages Performance Levels (oral and silent)  Optional: Reading Rate (number of words times 60 divided by the amount of seconds it takes for student to read the passage)

14.  Qualitative Analysis:  Summary of Strengths and Weaknesses in Word Recognition  Summary of Strengths and Weaknesses in Comprehension  Checklist of Reading Behaviors

15.  Use the summary forms to delineate independent, instructional, and frustration reading level for student  Use miscue and comprehension summary forms to identify skill areas in need of instruction  Use checklist of reading behaviors to identify descriptive areas in need of instruction

16.  Use all the information in the Literacy Folder  Develop an instructional plan based on student’s skill and descriptive area needs  Motivate using the student’s interests  Respect the observations of the student’s parents/guardians  Trust the student’s perceptions  Fulfill IEP/RTI requirements if necessary