1 / 17

The Comprehensive Reading Inventory

The Comprehensive Reading Inventory. By 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.

colette-rose
Download Presentation

The Comprehensive Reading Inventory

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Comprehensive Reading Inventory By Chanda Addington

  2. 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.

  3. Areas of Assessment • Five essential elements of reading: • Phonemic awareness • Phonics • Reading comprehension • Reading fluency • Vocabulary development

  4. Emily • 1st grade student • Moved into the community between Thanksgiving and the first of the year • Lives with mother, father, and sister

  5. 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.”

  6. 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

  7. 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 Cake Nine • Sun Tree Tie • Clock Bee Bat • Sock Feet Fish

  8. 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

  9. Blending Sounds Test (BST) • This assessment indicates a slightly higher phonemic awareness than for example, rhyming sounds. • She scored 30/30 • Proficient level

  10. 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

  11. Sentences for Initial Passage Selection • Ceiling for this assessment is two errors. • She read four out of twelve words correctly. FORM A: LEVEL 1 • He wanted to fly. • The family got together. • The boy was jumping.

  12. 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.

  13. Phonics Quick Test (PQT) • She could not match letter-sound correspondences.

  14. 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

  15. 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).”

  16. 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

  17. 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.

More Related