1. The Comprehensive Reading InventoryBy
Chanda Addington

2. Robert B. Cooter Jr., E. Sutton Flynt, and Kathleen Spencer Cooter
Published by Pearson Education, Inc. in 2007
It is used for measuring reading development in regular and special education classrooms.
Can be used for students in kindergarten through the twelfth grade.

3. Areas of Assessment Five essential elements of reading:
Phonemic awareness
Phonics
Reading comprehension
Reading fluency
Vocabulary development

4. Emily
1st grade student
Moved into the community between Thanksgiving and the first of the year
Lives with mother, father, and sister

5. Interest Inventory She had a hard time answering the questions
Sometimes the answer corresponded to the question but sometimes it did not
Question #5: “Do you ever read at home?”
Emily replied, “No, I don’t know how to read.”
Question #15: “What makes a person a good reader?”
Emily responded, “They read us books.”

6. Reading Attitude Survey
Happy
To find a book-She anticipated her library time
Reading a new book-She was so excited, she wanted to read it every chance she had and to anybody who would listen.
Sad
Reading books or magazines at home-She said she doesn’t have magazines at home.
Complete workbook pages at school-She was unable to keep up with the class, she would refer to her neighbors

7. Initial Consonant Sounds Test (ICST): An Oddity Task
This assessment measures if a child has developed awareness in beginning sounds of spoken words
She scored a five out of a possible ten
Developing level
Soap Six Dog
Car Man Mop
Duck Dog Five
Pig Pack Fan
Fish Fan Leaf
Nest Nut Wheel
Cat Cake Nine
Sun Tree Tie
Clock Bee Bat
Sock Feet Fish

8. Phonemic Segmentation Test (PST)
The purpose of this test is to determine the child’s ability to isolate individual sounds in spoken words.
Rubber Band Technique
Scored 3/15 Emergent level
Initial Sounds
live /l/
/p/ first response /v/ second
Middle Sounds
did /i/
/n/
Ending Sound
call /l/
/k/

9. Blending Sounds Test (BST)
This assessment indicates a slightly higher phonemic awareness than for example, rhyming sounds.
She scored 30/30
Proficient level
Segmented Words
Blended Word
Correct Response? Y/N
M—ain
Main Y
R—ate
Rate

10. Letter Naming Test (LNT)
Assesses the child for identification of upper and lower case letters.
Scored a 23/26
Developing level A b C d E f g

11. Sentences for Initial Passage Selection
Ceiling for this assessment is two errors.
She read four out of twelve words correctly.
FORM A: LEVEL 1
He wanted to fly.
The family got together.
The boy was jumping.

12. Pre-Primer Wordless Story
She described or labeled three of the four pictures.
Stage one: “Early Connections to Reading.”
She displayed a limited sense of story.

13. Phonics Quick Test (PQT)
She could not match letter-sound correspondences.
The Word
Response
mip
mrump
caw
crown
pight
treat

14. Results
In analyzing the results I would place her in the beginning emergent stage.
Phonemic Awareness Tests:
ICST Developing level
PST Emergent level
BST Proficient level
LNT Developing level
PQT Emergent level

15. Recommended Instruction
According to Multiple Paths to Literacy by J. Gipe, she is in the pre-phonemic stage (186).
She “needs to learn to represent sounds.”
encourage invented spellings
dialog journaling
Language Experience Approach (LEA)
rhyming books or/and predictable books
A quote from Multiple Paths to Literacy states, “Children who have had few experiences with language will need explicit instruction in all aspects of literacy development (145).”

16. Recommended Instruction
In Words Their Way by D. Bear, M. Invernizzi, S. Templeton and F. Johnston, Mackenzie is considered to be in the middle emergent stage because she does not have phonemic awareness or letter sound correspondence.
This book recommends that she sees and practices writing.
sentence strips with familiar jingles or rhymes
sorting objects, pictures and words by beginning sounds

17. Works Cited
Bear, Donald R., Marcia Invernizzi, Shane Templeton, and Francine Johnston. Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. 4th ed. Upper Saddle River, NJ: Pearson Prentice Hall, Print.
Gipe, Joan P. Multiple Paths to Literacy Assessment and Differentiated Instruction for Diverse Learners, K-12. 7th ed. New York: Pearson Education, Print.