Comprehensive Comprehensive Reading InventoryReading InventoryAll you ever wanted to know…and then All you ever wanted to know…and then some!some!

Presented by Jennifer IzzoPresented by Jennifer Izzo

Informal Reading Informal Reading InventoryInventory

““The purpose of an Informal Reading The purpose of an Informal Reading Inventory (IRI) is to provide greater Inventory (IRI) is to provide greater insight into a student's reading level.  It insight into a student's reading level.  It does not provide a specific diagnoses;  does not provide a specific diagnoses;  rather, it provides the "normal" classroom rather, it provides the "normal" classroom teacher greater  understanding of a teacher greater  understanding of a child's abilities, which in turn may lead to child's abilities, which in turn may lead to more accurate instruction.” more accurate instruction.”

From http://lrs.ed.uiuc.edu/students/srutledg/iri.htmlFrom http://lrs.ed.uiuc.edu/students/srutledg/iri.html

Why Give an IRI?Why Give an IRI?

To assess instructional, independent and To assess instructional, independent and frustrational reading levels.frustrational reading levels.

To conduct a miscue analysis of oral reading.To conduct a miscue analysis of oral reading. To assess oral reading comprehension at grade To assess oral reading comprehension at grade

level.level. To assess silent reading comprehensionTo assess silent reading comprehension To determine fluency levels.To determine fluency levels. To assess listening comprehension skills.To assess listening comprehension skills. To assess the ability to retell what To assess the ability to retell what

was read.was read.

Main Parts of an IRIMain Parts of an IRI

Word lists/sentences used to guide initial Word lists/sentences used to guide initial passage placement.passage placement.

Oral reading passageOral reading passage Comprehension questionsComprehension questions

Some IRI’s Also Some IRI’s Also Include….Include….

Listening comprehensionListening comprehension Interest InventoriesInterest Inventories Reading Attitude SurveysReading Attitude Surveys Alphabetic AssessmentsAlphabetic Assessments Retelling checklistsRetelling checklists

CRI and SBRRCRI and SBRR

The National Institute of Child Health and The National Institute of Child Health and Human Development (NICHD) convened a Human Development (NICHD) convened a panel of experts to review scientifically based panel of experts to review scientifically based reading research (SBRR), who published their reading research (SBRR), who published their findings in April, 2000. findings in April, 2000.

This panel identified what is now called the “Big This panel identified what is now called the “Big Five,” or the five most essential components of Five,” or the five most essential components of reading instruction according to research. reading instruction according to research.

The CRI is aligned with these The CRI is aligned with these recommendations.recommendations.

The Big FiveThe Big Five

Phonemic AwarenessPhonemic Awareness Phonemic Awareness TestsPhonemic Awareness Tests

PhonicsPhonics Phonics Quick TestPhonics Quick Test Miscue AnalysisMiscue Analysis

Reading FluencyReading Fluency CRI formsCRI forms

VocabularyVocabulary High-Frequency Word Knowledge SurveyHigh-Frequency Word Knowledge Survey

Reading ComprehensionReading Comprehension CRI formsCRI forms

CRI Assessment CRI Assessment ProcessProcess

Step 1: Starting Point AssessmentsStep 1: Starting Point Assessments Interest InventoryInterest Inventory (K-8)(K-8) Reading Attitude Survey (K-5)Reading Attitude Survey (K-5)

Step 2: Reading AssessmentsStep 2: Reading Assessments ““Alphabetics” (K-3)—Phonemic Awareness, Alphabet Alphabetics” (K-3)—Phonemic Awareness, Alphabet

knowledge, and Phonicsknowledge, and Phonics Vocabulary Vocabulary Reading FluencyReading Fluency

Step 3: Complete Student Summary Form and Step 3: Complete Student Summary Form and Analyze DataAnalyze Data

Step 4: Plan and Deliver Instruction, then reassess to Step 4: Plan and Deliver Instruction, then reassess to measure student progress.measure student progress.

Starting Point Starting Point AssessmentsAssessments

Interest Inventory—Interest Inventory— ““One of the most important, and often ignored, One of the most important, and often ignored,

aspects of reading assessment is the affective aspects of reading assessment is the affective domain. Affect involves interest, attitude, and domain. Affect involves interest, attitude, and motivational factors related to reading motivational factors related to reading success….information about reading interests can success….information about reading interests can help the teacher select reading materials that are help the teacher select reading materials that are appealing to the student and…chose texts matched appealing to the student and…chose texts matched to student's background knowledge and vocabulary; to student's background knowledge and vocabulary; information derived from questions related to information derived from questions related to reading and study habits at home can provide reading and study habits at home can provide teachers with insights and appropriate suggestions teachers with insights and appropriate suggestions for parents at home.” for parents at home.”

CRI CRI p. 16p. 16

Sample Interest Sample Interest InventoryInventory

Take a few minutes in your Take a few minutes in your group to look over the group to look over the interest inventory. Have a interest inventory. Have a recorder for the group write recorder for the group write down strengths, down strengths, weaknesses and insights.weaknesses and insights.

Watch the following sample Watch the following sample of the administration of the of the administration of the Interest Inventory, and Interest Inventory, and practice recording the practice recording the answers.answers.

Starting Point Starting Point AssessmentsAssessments

Interest InventoryInterest Inventory Reading Attitude SurveyReading Attitude Survey

““This instrument helps teachers discover This instrument helps teachers discover students’ fundamental attitudes about students’ fundamental attitudes about reading at school, home and for pleasure.”reading at school, home and for pleasure.”

CRI p. 18CRI p. 18

Reading Attitude Reading Attitude SurveySurvey

Take a few minutes in your Take a few minutes in your group to look over the group to look over the Reading Attitude Survey. Reading Attitude Survey. Have a recorder for the group Have a recorder for the group write down strengths, write down strengths, weaknesses and insights.weaknesses and insights.

Watch the following sample of Watch the following sample of the administration of the the administration of the Reading Attitude Survey, and Reading Attitude Survey, and practice recording the practice recording the answers.answers.

AlphabeticsAlphabetics

Phonemic Awareness TestsPhonemic Awareness Tests Initial Consonant Sounds—assess a Initial Consonant Sounds—assess a

student’s ability to hear, segment, and student’s ability to hear, segment, and produce beginning sounds in spoken words.produce beginning sounds in spoken words.

Phonemic Segmentation Test—measures a Phonemic Segmentation Test—measures a student’s ability to hear whole spoken words, student’s ability to hear whole spoken words, then segment the word into separate then segment the word into separate sounds.sounds.

Blending Sounds TestBlending Sounds Test

Phonemic Awareness Phonemic Awareness TestsTests

Take a few minutes in your group Take a few minutes in your group to look over the Phonemic to look over the Phonemic Awareness Tests. Have a Awareness Tests. Have a recorder for the group write down recorder for the group write down strengths, weaknesses and strengths, weaknesses and insights.insights.

Watch the following sample of Watch the following sample of the administration of the the administration of the Phonemic Awareness Tests, and Phonemic Awareness Tests, and practice recording the answers.practice recording the answers.

AlphabeticsAlphabetics

Phonemic Awareness TestsPhonemic Awareness Tests Letter Naming TestLetter Naming Test Phonics Quick TestPhonics Quick Test

Students pronounce non-sense words that Students pronounce non-sense words that represent the most common and useful represent the most common and useful phonic patterns.phonic patterns.

Letter Naming Test and Letter Naming Test and the Phonics Quick Testthe Phonics Quick Test

Take a few minutes in your group Take a few minutes in your group to look over the Letter Naming to look over the Letter Naming Test and the Phonics Quick Test. Test and the Phonics Quick Test. Have a recorder for the group Have a recorder for the group write down strengths, write down strengths, weaknesses and insights.weaknesses and insights.

Watch the following sample of Watch the following sample of the administration of the Phonics the administration of the Phonics Quick Test, and practice Quick Test, and practice recording the answers.recording the answers.

VocabularyVocabulary

High Frequency Word Knowledge SurveyHigh Frequency Word Knowledge Survey Based on Fry’s researchBased on Fry’s research

High Frequency Word High Frequency Word Knowledge TestKnowledge Test

Take a few minutes in your group Take a few minutes in your group to look over the High Frequency to look over the High Frequency Word Knowledge Test. Have a Word Knowledge Test. Have a recorder for the group write down recorder for the group write down strengths, weaknesses and strengths, weaknesses and insights.insights.

Watch the following sample of Watch the following sample of the administration of the High the administration of the High Frequency Word Knowledge Frequency Word Knowledge Test, and practice recording the Test, and practice recording the answers.answers.

Placement Placement SentencesSentences

The authors suggest that you have students The authors suggest that you have students read sentences two grade levels below their read sentences two grade levels below their current grade placement, if possible.current grade placement, if possible.

Have students continue reading until they miss Have students continue reading until they miss two words or more in a set.two words or more in a set.

The highest level of placement sentences read The highest level of placement sentences read with zero errors should be the level of the first with zero errors should be the level of the first passage to be read by the student.passage to be read by the student.

Placement SentencesPlacement Sentences

Take a few minutes in your group Take a few minutes in your group to look over the placement to look over the placement sentences for level D, which is sentences for level D, which is expository. Have a recorder for expository. Have a recorder for the group write down strengths, the group write down strengths, weaknesses and insights.weaknesses and insights.

Watch the following sample of Watch the following sample of the administration of the the administration of the placement sentences, and placement sentences, and practice recording the answers.practice recording the answers.

Silent Reading Silent Reading ComprehensionComprehension

Read the background statement aloud.Read the background statement aloud. After the silent reading is complete, remove the After the silent reading is complete, remove the

passage and ask the student to retell what they have passage and ask the student to retell what they have read. read.

As the student retells what was remembered, mark As the student retells what was remembered, mark “UA” (for unaided recall) the questions and answers “UA” (for unaided recall) the questions and answers found in the assessment protocol that are answered found in the assessment protocol that are answered according to the information the student recalls.according to the information the student recalls.

As the remaining questions not covered in the As the remaining questions not covered in the student’s retelling. Place an “a” (for aided recall) next student’s retelling. Place an “a” (for aided recall) next to correct responses.to correct responses.

Silent Reading Silent Reading ComprehensionComprehension

Watch the following Watch the following administration administration sample and mark the sample and mark the answers in your answers in your packet.packet.

Oral Reading and Oral Reading and the Analysis of the Analysis of MiscuesMiscues

Have the student read orally up to the Have the student read orally up to the oral reading stop-maker (//) noted on the oral reading stop-maker (//) noted on the Miscue Grid.Miscue Grid.

Note miscues and complete the miscue Note miscues and complete the miscue grid.grid.

Oral reading and the Oral reading and the Analysis of MiscuesAnalysis of Miscues

Watch the following Watch the following sample and mark the sample and mark the miscues in your miscues in your packet.packet.

Miscue AnalysisMiscue Analysis

Please review the miscue analysis Please review the miscue analysis portion of the test and the attached portion of the test and the attached literature with your group and have your literature with your group and have your recorder note strengths, weaknesses and recorder note strengths, weaknesses and insights.insights.

Listening Listening ComprehensionComprehension

listening comprehension provides an listening comprehension provides an insight into a child’s reading potential.insight into a child’s reading potential.

Begin by using the passage that reached Begin by using the passage that reached the frustrational level criterion.the frustrational level criterion.

The highest level to which thee student The highest level to which thee student can respond to 75% of the questions can respond to 75% of the questions correctly is the students listening correctly is the students listening comprehension level.comprehension level.

Listening ComprehensionListening Comprehension

Watch this sample of Watch this sample of the administration of the administration of a listening a listening comprehension comprehension passage.passage.

Completing the Completing the Student Summary Student Summary FormForm

The CRI has several student summary forms, The CRI has several student summary forms, for regular classroom, special ed, Title I, and for regular classroom, special ed, Title I, and 504.504.

In your group, complete the general education In your group, complete the general education student summary form for our sample student. student summary form for our sample student. While completing the form, have your recorder While completing the form, have your recorder record strengths, weaknesses and insights. record strengths, weaknesses and insights. The age of our sample student is 5 years, 6 The age of our sample student is 5 years, 6 months, and he is in Kindergarten.months, and he is in Kindergarten.

Additional Student Additional Student SamplesSamples

Go to the Pioneer Home page/High Go to the Pioneer Home page/High School/Teacher Pages/Mrs. Izzo and School/Teacher Pages/Mrs. Izzo and locate the CRI Staff Development area.locate the CRI Staff Development area.

There are two video samples of the There are two video samples of the administration of the CRI for you to view. administration of the CRI for you to view. Please complete the protocols for each Please complete the protocols for each student.student.