Informal Reading Inventory

Informal Reading Inventory Using the Ekwall/Shanker Reading Inventory 4th Edition Taken from: http://www.csub.edu/~gmohler/documents/reading_inventory.ppt.

Discover levels of reading material pupils can read: • Without assistance (independent) • With assistance (instructional) • Levels they should not be asked to read (frustration)

Emphasis on: • Individual performance of someone who is taking an IRI - NOT with others who have taken it

Emphasis on: • Learning about the skills, abilities, and needs of the individual in order to plan a program of reading instruction that will allow for maximum rate of progress

Emphasis on: • NO time limits • NOT compared against standardized or normed scores • BUT against pre-established standards which must be met if a reader is to become a successful, accomplished reader • No matter how old the reader, must be fluent and comprehend at existing instructional level in order to continue progressing

Allows for: • Comparison of silent and oral reading • Assessment of fluency and word recognition proficiency at various levels of difficulty to determine the level of materials that a student should read under various conditions • Listening comprehension

Listening comprehension: Why?

Listening comprehension: • Allows a more definitive conclusion about “capacity” or “potential” level • Level at which student probably would be able to read if no limiting factors were present • Comparing student’s capacity level with his or her instructional level can indicate potential for improvement

IRI Criteria-p. 9 LEVELWORD RECCOMP Independent 99% or more 90% or more Instructional 95% or more 60% or more Frustration 90% or less 50% or more Listening Comprehension 70-75% or more

Steps in the IRI • Give San Diego Quick or graded word lists (GWL) (pp. 18-21) (p. 128 AND pp. 190-191) • Locate a passage at the student’s placement level (pp. 21-30) • Tell the student what will be expected during the assessment process • Present the copy of the first passage to the student and read intro statement (student pages have symbols for levels--see p. 19 for key to symbols)

Steps in the IRI • Ask the student to read the passage orally (p. 130) • Mark all miscues on the teacher’s copy (p.194) • Remove the passage and ask the comprehension questions • Record incorrect responses for later miscue analysis (marking system p. 24)

Steps in the IRI • Present student with passage from a different form at the same grade level • Read intro statement • Ask student to read silently and look up when finished • Remove passage and ask comprehension questions, record incorrect responses

Steps in the IR • If student met criteria on word recognition and comprehension, move on to next higher level and administer oral and silent passages from the same two forms as before • If student did not meet independent level, drop back to next lower grade passage and administer both forms at that level • Continue to drop back until independent level is located

Steps in the IRI • If the initial passage presented was not at frustration level, go to the next level above that passage until frustration level is met • For listening comprehension level--read passages above frustration level aloud • Ask comprehension questions • Continue to read progressively higher passages until student falls below 75% comprehension

Analysis of IRI • See pp. 89 for sample analysis • See pages p. 114 for analysis forms • See page p. 33 for crib sheet • Make copies of forms and teacher documents

Informal Reading Inventory