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Informal Reading Inventory

Presented by: Kathy Howerton & Dawn Talbott
by

Kathy Howerton

on 22 February 2011

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Transcript of Informal Reading Inventory

Informal Reading Inventory Presented by:
Kathy Howerton
&
Dawn Talbott Definition: Informal Reading Inventory (IRI) Diagnostic assessment that is administered in a series of tests to evaluate different parts of a student's reading ability and performance. What they do: help gather information about a student's reading instructional needs How they help: determine the instructional reading level,strengths, & weaknesses Emmett A. Betts is generally considered to be the originator of the IRI
Idea - as he was working on his master's thesis in the 1920's
Used ideas derived from his research to develop IRI 1930's Thorndike explored word frustration levels (1934)
Gates said test should include: word recognition, sentence reading, silent reading, oral reading, & building context clues (1935)
Durrell emphasized the importance of passage selection (1937) 1940's Betts used his "subjective reading inventory" in the reading clinic at Pennsylvania State College (1941)
Betts regarded informal assessment a more accurate indicator of a student's reading ability.
IRI and informal assessment was a trend for this period. 1950's Research to examine the criteria for the independent, instructional, and reading levels.
Cooper establish additional criteria after Betts (1952) 1960's Studies compared IRI to standarized tests.
Questioned teachers ability to consistently administer and interpret IRI results (1962)
McCracken's study helps to establish validity and reliability of IRI(1963)
Johnson and Kress composed a professional handbook on procedure, scoring, and using IRI's (1965) 1970's Goodman and Burke focused on the importance of "miscues" and the reasons why particular miscues occured (1972)
Smith and Weaver's study used miscue analysis to determine students' strengths and weaknesses in reading (1978) 1980's Many publications emerged
Computer adapted informal assessments emerged
Text passages and their structure became the topic of many studies (1985)
Johnson, Kress, and Pikulski released Informal Reading Inventories with updated research and theory of IRI's (1987)
It also gave basic information to help teachers construct, administer, and interpret IRI's
1990's Many new IRI's developed
Morris' research addressed continued concerns such as:no common criteria for independent, instructional, or frustration levels, and which miscues should be counted (1990)
Johns published a reference guide to expore IRI's in greater depth (1993) Currently IRI's appear to have a future
There will continue to be controversy and debate
Remain a valuable way for professionals to assess their students' reading performance Common Components of IRI's •Individually administered
•Graded word lists from preschool to high school levels
•Leveled reading passages with both narrative and expository texts
•Progressively longer passages
•Oral response to questions that assess recall of the passage and literal and inferential comprehension
•Most IRI’s focus their questions from narrative texts on story elements
•Measurement of fluency
•Some IRI’s include ways to control for extraneous variables that affect comprehension and recall Informal Reading Inventories Notable IRI's •Analytical Reading Inventory-Woods & Moe, 2007 (ARI) •Bader Reading and Language Inventory-Bader, 2005 (BRLI) •Basic Reading Inventory-Johns, 2005 (BRI) •Classroom Reading Inventory-Silvaroli & Wheelock, 2004 (CRI-SW) •Comprehensive Reading Inventory-Cooter, Flynt & Cooter, 2007 (CRI-CFC) •Informal Reading Inventory-Burns & Roe, 2007 (IRI-BR) •Qualitative Reading Inventory 4-Leslie & Caldwell, 2006 (QRI-4) •The Critical Reading Inventory-Applegate, Quinn & Applegate, 2008 (CRI-2) Content Validity Concerns•A lot of variation in the way the passages were structured in the most notable IRI’s•Not a great similarity in the passages used and the text middle and high school students typically read •ARI is the most like real science and social studies texts books Construct Validity Concerns•The way comprehension questions are framed varies among the notable IRI’s, as well as what depth of comprehension they go to and what types of aspects of the text they focus on Reliability Concerns
•Only one IRI, the QRI reports their data about the ability to generalize across alternate forms of the tests
•Information is not available for most other IRI’s to confirm their reliability in the area of form equivalence
•Some IRI’s don’t have high enough reliability coefficients to show alternate form reliability How to Administer an IRI based on The Basic Reading Inventory
by Jerry L. Johns Steps for Administering the Graded Word List Present the list to the student and have them pronounce each word Teacher uses the sight column to record students' immediate response If the student misses words, they can be re-visited and recorded in the analysis column Sounding out
Substitutions Use + or - Calculate Score Steps for Administering the Graded Passage Select reading based on Graded Word List Teacher marks on passage as student reads Substitutions
Omissions
Insertions
Repetitions
Miscues Asking Comprehsion Questions Teacher verbally asks the questions Score using + or - Transfer data to Basic Reading Inventory Sheet Now, let's practice Go to page two in your handout
Listen to the student read the Grade 7 list
Record her progress on your sheet You would now have her repeat the words she struggled with and score those in the analysis section. For times sake, we will move on to the Graded Passage. Now, turn to page three in your handout. Mark on your copy any substitutions, omissions, insertions, repetitions, or miscues. Now, for the final and probably most important part: comprehension. Let's see how much she understood from her reading.
What do you think her comprehension level is? Now, record your information on the students summary sheet This was just a brief and simplified example to get you somewhat familiar with an IRI. Where do we go from here? Based on a students reading level... What are some interventions and strategies we can use?

Make Predictions
Visualize
Ask and Answer Questions
Retell and Summarize
Connect the Text to Life Experiences, Other Texts, or Prior Knowledge
Word-Attack Strategies We have included details of these strategies in your handout. We hope our presentation has enlightened you to IRI's
Any questions? Sources: International Reading Association. "A Critical Analysis of Eight Informal Reading
Inventories." 2008. Web. <http://www.readingrockets.org/article/23373>.

Johns, Jerry L. Basic Reading Inventory: Pre-primer-grade Ten. Dubuque, IA:
Kendall/Hunt, 1994. Print.

"Reading and Word-Attack Strategies." Reading A-Z: The Online Leveled Reading
Program with Downloadable Books to Print and Assemble. Web. 02 Feb. 2011.
<http://www.readinga-z.com/more/reading_strat.html>.

"Using the Informal Reading Inventory." Education Place®. Web. 02 Feb. 2011.
<http://www.eduplace.com/rdg/res/begin/usinginformal.html>.

"YouTube - Gotta Keep Reading - Ocoee Middle School." YouTube - Broadcast Yourself. Web. 02 Feb. 2011. <http://www.youtube.com/watch?v=x6D9jiEYxzs>. We all know, to improve vocabulary, comprehension, and reading levels...kids need to read! We would like to end by sharing this amazing video of a middle school sharing their passion for reading. Enjoy!
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