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

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

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

4. National Reading Panel
Phonemic awareness
Phonics
Fluency
Vocabulary
Comprehension

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

6. Reading Levels
Frustration
Instructional
Independent

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

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

9. Responsive instruction
The critical core …..
teachers !

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

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

12. Comprehension
Questions
Re-telling
Combination of the two

13. 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

14. Emergent Readers
(See the 10 assessments in Part 3)

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

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

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

18. 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

19. Preparation for Administering an IRI

20. 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:

21. 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

22. 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)

24. 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

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

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

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

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

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

30. Go to page 16 (sample test materials)

31. SUMMARY SHEETS
PRACTICE: PAGES 61-65

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