Reading inventory


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Reading inventory

  1. 1. Informal Reading Inventory Using the Ekwall/Shanker Reading Inventory 4th Edition
  2. 2. Discover levels of reading material pupils can read: <ul><li>Without assistance (independent) </li></ul><ul><li>With assistance (instructional) </li></ul><ul><li>Levels they should not be asked to read (frustration) </li></ul>
  3. 3. Emphasis on: <ul><li>NOT upon comparing performance of someone who is taking an IRI with others who have taken it </li></ul>
  4. 4. Emphasis on: <ul><li>BUT on learning about the skills, abilities, and needs of the individual in order to plan a program of reading instruction that will allow for maximum rate of progress </li></ul>
  5. 5. Emphasis on: <ul><li>NO time limits </li></ul><ul><li>NOT compared against standardized or normed scores </li></ul><ul><li>BUT against pre-established standards which must be met if a reader is to become a successful, accomplished reader </li></ul><ul><li>No matter how old the reader, must be fluent and comprehend at existing instructional level in order to continue progressing </li></ul>
  6. 6. Informal Reading Inventory At first, passages from actual materials read in class were used, but the passage levels were uncertain
  7. 7. Allows for: <ul><li>Comparison of silent and oral reading </li></ul><ul><li>Assessment of fluency and word recognition proficiency at various levels of difficulty to determine the level of materials that a student should read under various conditions </li></ul><ul><li>Listening comprehension </li></ul>
  8. 8. Listening comprehension: <ul><li>Allows a more definitive conclusion about “capacity” or “potential” level </li></ul><ul><li>Level at which student probably would be able to read if no limiting factors were present </li></ul><ul><li>Comparing student’s capacity level with his or her instructional level can indicate potential for improvement </li></ul>
  9. 9. Listening comprehension: <ul><li>Why? </li></ul>
  10. 10. IRI Criteria-p. 9 <ul><li>LEVEL WORD REC COMP </li></ul><ul><li>Independent 99% or more 90% or more </li></ul><ul><li>Instructional 95% or more 60% or more </li></ul><ul><li>Frustration 90% or less 50% or more </li></ul><ul><li>Listening Comprehension 70-75% or more </li></ul>
  11. 11. Steps in the IRI <ul><li>Give San Diego Quick or graded word lists (GWL) </li></ul><ul><li>Locate a passage at the student’s placement level (p. 37) </li></ul><ul><li>Tell the student what will be expected during the assessment process </li></ul><ul><li>Present the copy of the first passage to the student and read intro statement (student pages have symbols for levels--see p. 19 for key to symbols) </li></ul>
  12. 12. Steps in the IRI <ul><li>Ask the student to read the passage orally </li></ul><ul><li>Mark all miscues on the teacher’s copy </li></ul><ul><li>Remove the passage and ask the comprehension questions </li></ul><ul><li>Record incorrect responses for later miscue analysis (marking system p. 24) </li></ul>
  13. 13. Steps in the IRI <ul><li>Present student with passage from a different form at the same grade level </li></ul><ul><li>Read intro statement </li></ul><ul><li>Ask student to read silently and look up when finished </li></ul><ul><li>Remove passage and ask comprehension questions, record incorrect responses </li></ul>
  14. 14. Steps in the IR <ul><li>If student met criteria on word recognition and comprehension, move on to next higher level and administer oral and silent passages from the same two forms as before </li></ul><ul><li>If student did not meet independent level, drop back to next lower grade passage and administer both forms at that level </li></ul><ul><li>Continue to drop back until independent level is located </li></ul>
  15. 15. Steps in the IRI <ul><li>If the initial passage presented was not at frustration level, go to the next level above that passage until frustration level is met </li></ul><ul><li>For listening comprehension level--read passages above frustration level aloud </li></ul><ul><li>Ask comprehension questions </li></ul><ul><li>Continue to read progressively higher passages until student falls below 75% comprehension </li></ul>
  16. 16. Analysis of IRI <ul><li>See pp. 89 for sample analysis </li></ul><ul><li>See pages p. 122 for analysis forms </li></ul><ul><li>Make copies of forms and teacher documents </li></ul>