![]() Record number correct and reading levels (page 26) Consult scoring guide on bottom of teacher’s word lists 3. Total sight and analysis columns (page 15) 2. Continue until student can’t get 14 words correct or is frustratedġ. Return for second attempt and note responses 6. Record responses in “sight” column ( Beside the word in performance booklet) 5. Ask student to pronounce words at comfortable rate 3. ![]() Select a graded word list at easy level 2. Performance booklet (this manual and CD) 5. Piece of Heavy Paper (to cover passage) 4. Word-by-word reading Many unknown words Slow rate Lack of expression Lacks fluency fidgetsġ8 Listening Level Highest level students can understand material that is read to them Potential for improved learning 3/10 comprehension questions Don’t use in grades 1-3Ģ0 1. ![]() Pre-primer to 8 passages D = pre-primer to 8 (silent reading) E = pre-primer to 8 (expository) LN and LE = ten 250-words passages grades 3-12, narrative & expository See page 5-6ġ4 Emergent Readers (See the 10 assessments in Part 3)ġ5 What is the Independent Reading Level?ĩ0 % excellent comprehension 99% word recognition Few or no repetitions Very fluentġ6 Instructional Level 75-80% comprehension 95% word recognition Fluentġ7 Frustration Level 50% comprehension 90% word recognition What is the IRI? An individually administered informal reading testġ1 Components Graded word lists Graded passages followed by questionsĬomprehension questions: topic fact inference evaluation vocabularyġ2 Comprehension Questions Re-telling Combination of the twoġ3 Other components Seven forms: A, B, C = pre-primer to 12 word lists Listening Level Highest level of comprehension when material is read to studentġ0 An individually administered informal reading test Strategies for word identification Fluency Comprehension strengths & weaknesses Listening LevelĨ Highest level of comprehension when material is read to student Type of instruction most beneficial to studentĦ Reading Levels Frustration Instructional Independent Phonemic awareness Phonics Fluency Vocabulary Comprehensionĥ Identify: What can an IRI do? reading level | Word Recognition.2 “Effective reading instruction begins with assessment.”ģ Moffett: “Evaluation is our most important teaching tool.” : ERIC Clearinghouse microfiches : positive. (Appendixes include the three forms of the Basic Reading Inventory, Aids for Analyzing Results, Strategies for Common Reading Miscues, Readability Ratings, and Sources for Further Learning.) (WR) ![]() The contents include: "Preface" "Description of the Basic Reading Inventory" "Purposes of the Basic Reading Inventory" "Testing Materials," which discusses the manual, performance booklets, test cards for word recognition, and test cards for the graded paragraphs "Administering and Scoring the Basic Reading Inventory," which looks at establishing rapport and administering the word recognition test and graded paragraphs "Determining Reading Levels," which discusses the independent, instructional, and frustration reading levels, determining reading levels from the word recognition test, and determining reading levels from the word recognition score in context "Assimilating the Results for the Basic Reading Inventory" and "Using the Basic Reading Inventory to Enhance Instruction," which examines ways of determining strengths and weaknesses in word attack and comprehension and analyzing miscues and developing strategy lessons. ![]() Comprehension questions follow the reading of each paragraph. This paper describes the Basic Reading Inventory, an individually administered informal reading test composed of a series of word lists and graded paragraphs which the child reads aloud to the teacher. : Distributed by ERIC Clearinghouse, 1974 Manual for Administering, Scoring, and Using the Basic Reading Inventory (Revised and Enlarged) / Jerry L. ![]()
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