What Is an Informal Reading Inventory Used for

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Informal Reading Inventory

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1. Informal Reading Inventory Dr. Kristen Pennycuff Trent

2. What is an IRI? • Informal reading inventory • A type of informal reading exam designed to provide teachers with information • Notice levels of reading fabric • Diagnose some specific reading problems • Learn nearly the skills, abilities, and needs of the individual to program a reading program

3. Graded give-and-take lists Two lists of xx words from each reading level (preprimer-12th grade) Tells us placement level Where to beginning the graded passages Highest level with 100% correct Graded passages Four forms for each reading level (preprimer-twelfth grade) Fiction and non-fiction Oral and silent reading Comprehension questions What is an IRI?

4. Quantitative information Expressed in grade level equivalent scores to bespeak reading level Measured in percentage of accurateness Discussion recognition accuracy Percent of right answers to comprehension questions Independent Instructional Frustration Listening Comprehension Qualitative data Word recognition strengths and difficulties Comprehension strengths and difficulties What tin an IRI tell teachers?

5. Independent Level • Student can read successfully without assistance • Oral reading • Fluent and free from finger pointing • Word accuracy 99% or college • AND Comprehension 90% or college • Silent reading • Gratis from finger pointing and subvocalization • Comprehension xc% or higher

6. Instructional Level • Student tin read with assistance of the teacher • Oral reading • 95% accuracy or higher for grades 3-12 • 85% accuracy or higher for grades 1-2 • AND 75% or higher comprehension • Silent reading • 75% or higher comprehension

7. Frustration Level • Student is unable to read with adequate word identification or comprehension • Signs of difficulty and tension are axiomatic • Oral reading lacks fluency • Give-and-take recognition less than 85% in grades 1-2 • Word recognition less than 90% in grades iii-12 • OR Comprehension less than 50%

8. Listening Comprehension Level • Sometimes called the • Capacity level • Potential level • Comprehension level of at least 75% • Usually starting time with frustration level for oral or silent reading

9. Qualitative Information • Word recognition miscue analysis • During give-and-take listing and oral reading • "Code" the mistakes a kid makes • Mispronunciation • Commutation • Refusal to pronounce • Insertion • Omission • Repetition • Reversal • Self-correction

10. Qualitative Information: Word recognition miscue analysis • Does it modify the meaning? • I volition speak to him. • "I volition talk to him." • Talk is a more than natural give-and-take for the child and it does not alter the meaning. • "I will speed to him." • Miscue disrupts the meaning, only not the syntax. The child might non recognize that a miscue has occurred. • "I volition spinach to him." • Miscue results in nonsense and is serious trouble for comprehension.

11. Qualitative Information: Discussion recognition miscue analysis • If information technology doesn't change the pregnant, nosotros don't worry about information technology. • Probably due to internal translation process of the reader and not to the reader's ability to decode.

12. Main idea question Asks for the central theme of a choice Detail question Asks for $.25 of information direct stated in the cloth Inference question Asks for information that is unsaid, only not straight stated, in the passage. Sequence question Requires knowledge of events in their order of occurrence Cause-and effect question Names a cause and asks for its effect or mentions an effect and asks for its cause Vocabulary question Asks for the meaning of a give-and-take or phrase used in the choice Qualitative Data: Comprehension question analysis

13. Who needs to accept the IRI? • Ideally, every student would be given the IRI so the instructor could • Place him at the correct level in the reading program • Supply advisable content-area reading fabric • Recommend recreational reading

14. More than questions • When should the IRI be given? • Beginning, heart, and end of the year • If a child is having trouble or has only transferred • How long does it take to administer the IRI? • Commonly only about an 60 minutes for an experienced administrator • Who tin can administer the IRI? • Any teacher • You lot

15. Administration of the IRI • Gear up the stage for testing. • Administer the graded discussion lists for placement. • Administer the graded passages. • Administer listening passages. • Analyze the findings. • Interpret the results qualitatively and quantitatively.

16. Assistants of the IRI • Setting the phase for testing • Create a stress-free testing surround • Materials • IRI, scoring sheets, tape recorder, stop watch, paper, pencils • Conversation • Make subject experience at ease • Take frequent breaks

17. Assistants of the Give-and-take Lists • "I take some lists of words that I want yous to read one at a fourth dimension. Some of the words will be piece of cake for you, and some I expect to exist very hard. Don't worry. You are not expected to know all of them. If you don't know a hard give-and-take correct away, try your best to figure it out. I cannot help yous in whatever way, and I cannot tell you whether y'all are right or incorrect. Just exercise your all-time. Are you ready?" • Begin with word list at to the lowest degree two years below current chronological placement

18. Administration of the Word Lists • Accurateness of identification • Does the educatee read the word correctly? • If so, identify a bank check marker adjacent to the word • Errors recorded with phonetic equivalency • If self-correct, write SC • If student skips a word or pauses for more than than 10 seconds, write DK (don't know)

19. Administration of the Give-and-take Lists • Driblet to an easier list if there are any miscues on the starting discussion list and continue to driblet until you find the list where there are no errors. • Keep to college lists until a listing is found where the student makes at to the lowest degree one error. • Placement level is the level where the student had no errors. This is the level where you start the graded passages.

20. Your Turn: Word Lists • Word List Administration • Piece of work with a partner to give each other the discussion lists. • Each reader assume the role of a child at either a lower or avant-garde level. Tell the scorer your grade level and make mistakes you think would be mutual.

21. Administration of the IRI: Graded Passages • Usually do oral, silent, and then listening. • Beginning with a passage at the student'due south placement level from the word lists. • Tell the educatee what will exist expected during the assessment process. • Present the student's copy of the first passage and read the introductory statement to him.

22. Administration of the IRI: Graded Passages • Ask the student to read the passage orally. • Marking all miscues on the instructor re-create every bit the child reads. • Quickly count up the miscues and circle the percentage of word recognition correct on the teacher copy. • Don't count self corrections, repetitions, and mispronunciations of proper nouns.

23. Administration of the IRI: Graded Passages • Remove the passage from the student'south view and ask the accompanying comprehension questions. • Record exact answers. • If the child answers with simply one discussion, ask "Anything else?" or "Could yous tell me more?" • Rapidly count up the incorrect comprehension answers and circle the comprehension per centum.

24. Administration of the IRI: Graded Passages • If the student met BOTH the criteria for the independent level, move to the next highest level. • If the student did non meet the criteria for the contained level, drop back to the next lower grade level. • Continue to drop back until the independent level is plant and labeled. • If the frustration level has not been met, go to the side by side level higher up that passage. • Continue to move forward until the frustration level is plant and labeled.

25. Your Plow: Graded Passages Oral Reading • Work with a partner to administer the oral passages. • Readers: Assume the part of a child at either a lower or avant-garde level. Make mistakes you think would be common. • Scorers: Endeavour to observe the independent, instructional, and frustration levels for your "student".

26. Administration of the IRI: Graded Passages • For silent reading, start with another Grade of the test at the same placement level. Present the student's copy of the start passage and read the introductory argument to him. • Ask him to read silently and await up at y'all when he is finished. • If the child asks for assistance say "Exercise the best you can. I want to observe out how well you read without help."

27. Assistants of the IRI: Graded Passages • Remove the passage from the student's view and ask the accompanying comprehension questions. • Tape verbal answers. • If the child answers with but i word, ask "Anything else?" or "Could you tell me more?" • Quickly count up the wrong comprehension answers and circumvolve the comprehension percentage.

28. Assistants of the IRI: Graded Passages • If the student met BOTH the criteria for the independent level, move to the next highest level. • If the educatee did not see the criteria for the contained level, drop back to the next lower grade level. • Go on to drib back until the independent level is constitute and labeled. • If the frustration level has not been met, become to the next level to a higher place that passage. • Continue to move forward until the frustration level is found and labeled.

29. Your Turn: Graded Passages Silent Reading • Work with a partner to administer the silent passages. • Readers: Presume the office of a child at either a lower or advanced level. Brand mistakes you call up would exist common. • Scorers: Try to find the independent, instructional, and frustration levels for your "student".

30. Administration of the IRI: Graded Passages • At present you're ready for the listening level. Commencement with another form of the test at the next college level than the frustration level. Read the passage aloud. • Remove the passage from the educatee's view and ask the accompanying comprehension questions. • Quickly count upward the wrong comprehension answers and circumvolve the comprehension per centum. • Stop when the child reaches less than 75% comprehension level and mark that level with Listening.

31. Your Turn: Graded Passages Silent Reading • Work with a partner to administer the listening passages. • Readers: Assume the role of a child at either a lower or advanced level. Make mistakes you think would be common. • Scorers: Attempt to find the listening comprehension level for your "student".

32. Worksheets Worksheet for Word Recognition Miscue Tally Chart Worksheet for Qualitative Analysis of Uncorrected Miscues in Context Summary Forms Teacher Summary Form for Quantitative Assay Teacher Summary of Qualitative Assay How is the IRI scored and interpreted?

33. Your Turn: Case Study • Using your case report bundle and the Walker text, work with a partner to create an intervention plan for Melissa.

34. Selecting Instructional Techniques Guided Questions for Case Analysis

35. Print Processing vs Pregnant Processing • Within the lesson, which processes (print or pregnant processing) do I need to support? Why? • Print processing: Decoding/Word recognition • Meaning processing: Comprehension

36. Blazon of Text • Narrative • Expository • Wait back at IRI passages • Bank check for comprehension and vocabulary clues • Consider the child's class level

37. Lesson Support • How tin you lot best support comprehension and give-and-take recognition throughout the lesson? Why? • Before • During • After

38. Writing Reflective thinking Constructing meaning Using written conventions Give-and-take Significant construction Verbalizing plans and strategies for meaning structure Making social thinking an internal process Classifying Techniques by Style of Response

39. Classifying Techniques past Style of Response • Which fashion of response (give-and-take or writing) will amend assistance this pupil in advancing his reading? • See Table five-1 page 72

40. Classifying Techniques for Strategy and Skill Pedagogy • Predicting • Guessing about what the author is going to say. • Before and during reading • Monitoring • Checking the text or your background cognition to see whether what you are reading makes sense. • During reading • Elaborating • Relating new data to what is known in lodge to remember information technology, making new information part of what you know • During and after reading

41. Classifying Techniques for Strategy and Skill Pedagogy • Which strategy or strategies (predict, monitor, or elaborate), if learned, will increase this pupil'due south reading? • Come across Table 5-2 folio 77 • Which skills, if learned, would increase this educatee'south reading? • See Table v-three pages 82-83 • THE GENIUS TABLE

42. Classifying Techniques by Sources of Information • Some readers overrely on reader-based information, making inferences from topic knowledge when a more than careful reliance on the text is warranted. • Some readers overrely on text-based information, repeating text segments when inferences from groundwork knowledge are more appropriate.

43. Classifying Techniques by Sources of Information • Which sources of information (text based or reader based or both) does the pupil tend to use? • Table five-iv pages 88-89

44. Explicit Didactics Based on reasons for learning Instructor modeling of how it works Collaborative do Gradual release of teacher control Typical strategies Word probe strategy Question Reply Relationships Implicit Didactics Based on immersion in reading Teacher as a linguistic inquirer Scaffolding thinking, using student responses Student generation of rules and ideas Typical strategies Language Experience Approach Literature Circles Classifying Techniques by Type of Structure

45. Classifying Techniques by Type of Structure • In order to accelerate reading, what kind of mediated instruction (implicit or explicit) does the reader need? • Table five-5 pages 92-93

46. Strategy Option • Think about the instructional framework during GCR and select strategies or techniques that volition allow the pupil to recollect nearly whole stories meaningfully. • Recall about the student's preferences and decide if writing or discussing will advance story understanding. • Think nearly SAS and select a technique that allows the educatee to use their strengths to support their weaknesses. • Refine your selection by checking it against the student's strengths and needs. • Source of information and type of mediated teaching • Differentiate as needed.

47. Walker'southward View of Instructional Techniques or Strategies • Description • Targeted Reading Levels • Predominant Focus of Instruction • Volition follow guided questions • Procedures • Bones View of Reading • Patterns of Strengths and Strategies • Learner Patterns that Produce Increased Engagement

48. Narrative of Sample Tutoring Sessions for CA • Date of each session and title of lesson • Outline of strategy used • Materials • Time involved • Setting description • Description of lesson in 1-2 paragraphs • Mock artifact of session • Reflection or evaluation of the session

49. Questions? Comments?

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Source: https://www.slideserve.com/farrah-gallegos/informal-reading-inventory

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