Word Recognition Inventory

1. Word Recognition Inventory How to administer the Informal Reading Inventory to a student

2. Assessing student in getting to the next reading and comprehension level • Discovering minor reading Problems. • Independent - without assistance • Instructional - with assistance • Frustration - levels where there is problem

3. Emphasis is on • Learning about the skills, abilities, and needs of the student in order to plan a program of reading instruction that will help the student progress. • Make the student feel comfortable and explain the assessment process. • There are NO time limits. • Begin with list of words that are two grades below the students academic grade level.

4. Step One • Begin with list of words that are two grades below the students academic grade level. • We begin with the primer grade list of words. • Method - show student one word at a time. • The student uses a strategy to help them read the words. • The student blends letters together. • Ex. – b + low, says the word low and makes sound for b. • Pronounces the word “many” as man + e. Sees the “y” as a long e.

5. Step Two • Read words from the first grade list. • Student was able to read eighteen out of the twenty words. • Student received assistance in reading all the words. • Student could not pronounce “drank” and “enough”. • Student covered the letters in the word drank to break down the word. • The “ou” and the “gh” in enough were hard for the student. Student didn’t understand why the word wasn’t spelled with an “f”.

6. Step Three • Read words from the second grade list. • The student was not able to read most of the words. • Without assistance the student was able to read nine out of the twenty-five words. • Student was able to read four words with assistance. • The student went from word to word pronouncing the words and not figuring out the word.

7. Steps for the WRI • Student is asked to read passages orally. • Teacher must mark all miscues on their copy. • Ask the comprehension questions after Removal of the passage. • Present student with passage from a different form at the same grade level • Ask student to read silently. • Ask the comprehension questions after Removal of the passage.

8. Reading Passages – Oral and Silent • Student will read oral and silent passages. • 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. • Used for listening comprehension.

9. Reading Passages – Part 1 • Begin with the same grade as the word list, which is primer. • Begin with oral reading. • Student can use their pointer finger while reading. • The primer passage that is read orally is no problem for the student. • Student takes time and asks questions. • Once finished, I ask questions to assess comprehension of the passage read.

10. Reading Passages – Part 2 • Student begins with silent reading. • The student uses her pointer finger and stops to have help with some words. • The passage was read like one long sentence. • Student did not pay attention to punctuation. • When the student was finished I began to ask questions to assess comprehension. • The student answered six out of the eight questions correctly.

11. Strengths and weaknesses • The student reads well on a primer level. • Students level at which they would be able to read if no limiting factors were present. • The student will need assistance when reading books on the next level. • Student was able to read 80% on their own. • Student needs to work on her listening skills. • Was able to answer the literal questions, but as they got harder, the student began to miss questions. • Student will skip over words they don’t know.

12. Behavior during • Teacher should take note of the students behavior during reading assessment which was non confrontational.