Analytical Reading Inventory

1. Analytical Reading Inventory Grades 4-8

2. What? • The ARI is an informal, individualized reading inventory. • This inventory will allow you to analyze decoding, fluency, and comprehension.

3. Who? • All students grades 4-8 who scored 325 or below on ELA CST. • Grade 2-8 SDC (mild-moderate) and RSP students

4. When? • Students will be tested twice a year. • Beginning of the year (the sooner the better, particularly so you have data on your students and can use it for small group instruction) • End of 2nd trimester

5. How? Step 1- Word List • Begin with the word list 2 grade levels below the student’s current grade. • Continue administering word lists until student misses 5 words or does not attempt 5 words. • Student is given the reading passage in which 1-4 words are missed.

6. Step 2- Reading Passage • Give student the passage that corresponds with the word list results. • Read aloud the directions from the top of the teacher recording sheet. • Start timer as student begins to read. • As student reads, record miscues. • Stop timer when student finishes passage and record seconds. • Circle fluency rating on teacher recording sheet.

7. Step 3- Retell & Summary • Read aloud the retelling directions from the teacher recording sheet. • Mark response accordingly. • Repeat for summary.

8. Step 4- Comprehension Questions • Ask student the comprehension questions. • Record total number of errors. Scoring + correct ½ partial answer • incorrect or no response

9. Step 5- Determining Instructional Level • Use the upper right hand corner of the teacher recording sheet to determine the student’s instructional level.

11. The Gray Zone • Questions emerge about the accurate determination of a reading level because sometimes a reader’s miscues count is out of sync with numbers indicated on the Scoring Guide Summary. (upper right hand corner of teacher recording sheet)

12. Scoring Guide Summary Word Recognition Independent 1-2 Instructional 7-8 Frustration 15+ Student score = -13 Comprehension Independent 0-1 Instructional 2 Frustration 4+ Student score = -3 1/2 To make an accurate determination at any reading level, both quantitative and qualitative factors must be considered. Comprehension score should guide final reading level. “The Gray Zone” Example:

13. Review Oral Reading Miscues Chart • Omission • Insertion • Substitution • Aided word (teacher told) • Repetition • Reversal The following miscues are coded but not added into the final miscue count. • Self-corrections • Hesitations • Ignores punctuation