THE COMPREHENSIVE READING INVENTORYBy Chanda Addington

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.

Areas of Assessment Five essential elements of reading:

1. Phonemic awareness2. Phonics3. Reading comprehension4. Reading fluency5. Vocabulary development

Emily 1st grade student Moved into the community between

Thanksgiving and the first of the year Lives with mother, father, and sister

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.”

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

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 CakeNine Sun Tree Tie Clock Bee Bat SockFeet Fish

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/

Blending Sounds Test (BST)

This assessment indicates a slightly higher phonemic awareness than for example, rhyming sounds.

She scored 30/30 Proficient levelSegmented Words Blended Word Correct Response?

Y/NM—ain Main YR—ate Rate Y

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

SENTENCES FOR INITIAL PASSAGE SELECTION

Ceiling for this assessment is two errors. She read four out of twelve words

correctly.

FORM A: LEVEL 11. He wanted to fly.

2. The family got together.3. The boy was jumping.

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.

Phonics Quick Test (PQT) She could not match letter-sound

correspondences.

The Word Responsemip mrumpcaw crownpight treat

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

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).”

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

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, 2008. Print.

Gipe, Joan P. Multiple Paths to Literacy Assessment and Differentiated Instruction for Diverse Learners, K-12. 7th ed. New York: Pearson Education, 2010. Print.