The document outlines the process for administering an Informal Reading Inventory (IRI) to assess a student's reading ability and comprehension. The IRI is used to determine independent, instructional, and frustration reading levels without time limits or comparisons to norms. It involves administering word lists and passages orally and silently at increasing levels of difficulty until criteria are met. Analysis of results identifies the student's capacity level and areas for improvement to guide individualized reading instruction.

1. Informal Reading Inventory Using the Ekwall/Shanker Reading Inventory 4th Edition

2. Discover levels of reading material pupils can read: Without assistance (independent) With assistance (instructional) Levels they should not be asked to read (frustration)

3. Emphasis on: NOT upon comparing performance of someone who is taking an IRI with others who have taken it

4. Emphasis on: 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

5. Emphasis on: NO time limits NOT compared against standardized or normed scores BUT against pre-established standards which must be met if a reader is to become a successful, accomplished reader No matter how old the reader, must be fluent and comprehend at existing instructional level in order to continue progressing

6. Informal Reading Inventory At first, passages from actual materials read in class were used, but the passage levels were uncertain

7. Allows for: Comparison of silent and oral reading 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 Listening comprehension

8. Listening comprehension: Allows a more definitive conclusion about “capacity” or “potential” level Level at which student probably would be able to read if no limiting factors were present Comparing student’s capacity level with his or her instructional level can indicate potential for improvement

9. Listening comprehension: Why?

10. IRI Criteria-p. 9 LEVEL WORD REC COMP Independent 99% or more 90% or more Instructional 95% or more 60% or more Frustration 90% or less 50% or more Listening Comprehension 70-75% or more

11. Steps in the IRI Give San Diego Quick or graded word lists (GWL) Locate a passage at the student’s placement level (p. 37) Tell the student what will be expected during the assessment process 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)

12. Steps in the IRI Ask the student to read the passage orally Mark all miscues on the teacher’s copy Remove the passage and ask the comprehension questions Record incorrect responses for later miscue analysis (marking system p. 24)

13. Steps in the IRI Present student with passage from a different form at the same grade level Read intro statement Ask student to read silently and look up when finished Remove passage and ask comprehension questions, record incorrect responses

14. Steps in the IR 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 If student did not meet independent level, drop back to next lower grade passage and administer both forms at that level Continue to drop back until independent level is located

15. Steps in the IRI If the initial passage presented was not at frustration level, go to the next level above that passage until frustration level is met For listening comprehension level--read passages above frustration level aloud Ask comprehension questions Continue to read progressively higher passages until student falls below 75% comprehension

16. Analysis of IRI See pp. 89 for sample analysis See pages p. 122 for analysis forms Make copies of forms and teacher documents