Ekwall-Shanker Reading Inventory (4th ed) Instructions &...

ESRI Checklist 1

Special Educator Program

Ekwall-ShankerReading Inventory

(4th ed)Instructions& Checklist

Prepared by:

Robert Brownbridge, Ph.D.

Phone Number: 503-838-8961E-mail: [email protected]

ESRI Checklist 2

IndexPage

ESRI Introductory Directions 3

Before ESRI Administration 4

ESRI Administration: Test 10. Reading Interest Survey 4

ESRI Administration: Introductory Instructions 4

ESRI Subtests 4

Test 1 San Diego Graded Word Lists 4

Test 2 Reading Passages 5

Oral Reading Passages (Forms A or C) 5

Silent Reading Passages (Forms B or D) 7

Listening Comprehension Passages (Forms A/C): 8

Test 4. Basic Sight Vocabulary Tests 8

4a: Quick Check for Basic Sight Words 9

4b: Basic Sight Words 9

4c: Basic Sight Phrases 10

Test 5. Phonics Tests 10

5a: Application of Phonics Skills in Context 11

5b: Initial Consonants 12

5c: Initial Consonant Blends & Digraphs 12

5d: Ending Consonant Sounds 12

5e. Vowels 13

5f. Phonograms 13

5g. Blending 13

5h. Substitution 14

5i. Vowel Pronunciation 14

Test 6. Structural Analysis Tests 14

6a: Application of Structural Analysis Skills in Context 15

6b: Hearing Word Parts 15

6c: Inflectional Endings 16

6d: Prefixes 16

6e. Suffixes 16

6f. Compound Words 17

6g. Affixes 17

6h. Syllabication 17

Test 7. Knowledge of Contractions 18

Test 8. El Paso Phonics Survey 18

8a: Initial Consonant Sounds – items 1 – 22 19

8b. Ending Consonant x – item 23 20

8c. Initial Consonant Sounds – items 24 – 58 20

8d. Vowels, Vowel Teams – items 59 – 90 21

Test 9. Quick Word List Survey 22

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The Ekwall-Shanker Reading InventoryIntroductory Directions

Thank you, ____ , for agreeing to work with me today.

I’m going to ask you to read words and sentences /paragraphs / stories both aloud and silently. Sometimes I’llhave you summarize what you read or ask you somequestions about what you read.

Some of the reading tasks will seem easy, while some of themmay be more difficult. Please do your best.

Sometimes children / youth / adults want to know how wellthey’re doing. I’ll be willing to discuss how well you did afterwe’ve finished working together, but I cannot tell you howyou are doing during a task.

Again, please do your best on each of the tasks.Thank you, ____ , for agreeing to

work with me today.I’m going to ask you to read

words and sentences / paragraphs /stories both aloud and silently.Sometimes I’ll have you summarizewhat you read or ask you somequestions about what you read.

Some of the reading tasks willseem easy, while some of them maybe more difficult. Please do yourbest.

Sometimes children / youth /adults want to know how wellthey’re doing. I’ll be willing todiscuss how well you did after we’vefinished working together, but Icannot tell you how you are doingduring a task.

Again, please do your best oneach of the tasks.

WESTERN OREGON UNIVERSITYSpecial Educator Program

Instructions & Checklist for Ekwall-Shanker Reading Inventory

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Before ESRI Administration √• Arrange for a quiet space to conduct the ESRI• Gather: 2-3 pencils, a stopwatch, a clipboard (optional)• Make sure table & chair are appropriate for student• Photocopy Examiner forms needed for the subtests to be administered• Student Presentations sheets: laminate (on posterboard?) or place in plastic

non-glare envelope• Have appropriate Student presentation sheets ready• It is recommended you use a digital/tape recorder during the entire administration• For SpEd 625 Assessment for Instruction, ALL students will administer:

• Test 1 San Diego Graded Word Lists• Test 2 Reading Passages• Test 10 Reading Interest Survey• One other test from:

• Test 7 Knowledge of Contractions Test, or• Test 8 El Paso Phonics Survey, or• Test 9 Quick Word List Survey

• Either:• Test 4 Basic Sight Vocabulary and Test 5 Phonics Tests (younger

students)or• Test 4 Basic Sight Vocabulary and Test 6 Structural Analysis Tests

(older students)

ESRI Administration: Introduction & Test 10. Reading Interest Survey √• Sit adjacent to student (rather than across table from student)• If you don’t know the student/subject well, perhaps administer all or part of the Test

10 Reading Interest Survey to get to know the student better• 10a. Elementary Students (E: p. 287; S: none) or• 10b. Older Students/Adults (E: p. 288; S: none)

ESRI Administration: Introductory Instructions √• Orally give the Introductory Instructions to the subject before administering

any further subtests & answer any questions subject may have

ESRI Subtests

Test 1 San Diego Graded Word Lists √• Preparation:

• Student Word Lists sheet - p. 128• Examiner Scoring Sheets (pp. 190-191)• Notice grade level designations (PP, P, |, |_, |_|, etc.)

• record the entire ESRI administration using a digital/tape recorder

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Test 1 San Diego Graded Word Lists √• put the Student Word List sheet on the table in front of the student and point to the

specific list on the sheet where you want the student to begin reading and say:Here are some words I would like you to read aloud. Try to read all of themeven if you are not sure what some of the words are. Please do not read toofast. Let's begin by reading the words on this list.

• on the Examiner Scoring Sheets, record correct responses with a “|”• transcribe each error on your scoring sheet on the line beside the word (see Code

for Marking in Oral Diagnosis, p. 24)o as specified on p. 19, if you start at a higher word list and the student misses 2

or more words on the first list presented, drop down to (a) lower list(s) until thestudent makes no more than 1 error on a list

• student continues reading consecutively higher-level lists until the student misses 3or more words on any one list

• stop testing, collect the Student Word Lists sheet, and complete the Results ofGraded Word List (GWL) section on the Scoring Sheet

• Scoring:• remember to credit the student with all words on the list(s) below the list that

is read with 0 or only 1 error• as specified on p. 20:

• independent reading level is the highest-level list at which the studentmisses 0 or 1 word

• instructional reading level is the highest list at which the student misses 2words

• frustration reading level is the highest list at which the student misses > 3words

• if the student scores at the independent, instructional, or frustration level atmore than one level, assign the rating to the highest level

Test 2 Reading Passages √• Remember:

• Set A/C passages are intended to be read orally by the student• Set B/D passages are to be read silently by the student• Unadministered Set A/C (or B/D – not both) passages are used for listening

comprehension• Preparation:

• Student Passages sheets:• Forms A & B – pp. 130-149• Forms C & D – pp. 152-171

• Photocopy Examiner Passages Scoring Sheets:• Forms A & B – pp. 194-224• Forms C & D – pp. 228-260

Oral Reading Passages (Forms A or C) √• begin with the first oral reading passage at or below the highest Independent

Level student achieved on Test 1 San Diego Graded Word Lists• Say to the student:

I have some passages for you to read. You will read the first one out loud. Ifyou find a hard word, try to read it as best you can and continue reading. It isimportant to remember what you read so you can tell me in your own wordswhat you read and then answer some questions about the passage whenyou are through.

• put the first Student Passage A sheet on the table in front of the student and pointto passage on the sheet and say: Ready … begin.

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Oral Reading Passages (Forms A or C) √to passage on the sheet and say: Ready … begin.

• you MUST time the student’s reading with a stopwatch• you MUST record the entire administration using a digital/tape recorder• Note:

• when the student begins to read orally, do NOT give any further help to thestudent, such as saying, "Try to sound that word out.”

• if a student hesitates on a word, wait 5 seconds and then simply say the wordto the student

• On the Examiner Scoring Sheets, record any miscues and transcribe each erroron your scoring sheet as specified in the Code for Marking in Oral Diagnosis, p. 24

• When the student has finished reading the passage:• total the number of miscues/word recognition errors and write it on the record

sheet• record the time in seconds (e.g., min : sec, e.g., 1:10 = 70 sec.) and• remove the sheet/booklet

• Begin the comprehension section by saying to the student/subject:Tell me in your own words about what you read.

• write down on your sheet in the comprehension section what the student says inhis/her summary

• put a √ or + beside each question the student answered in his/her summary;leave unanswered questions blank

• after the student has finished summarizing, ask her/him any of the questionss/he did not appear to answer in her/his summary. Say:I’d like you to answer some questions about the passage now. Ask eachquestion the student did not answer in her/his summary.

• again, write down on your sheet (& digitally record) what the student said foreach question• put a √ or + beside each question the student answered correctly• put 0 or – beside the questions the student did not answer correctly or did

not answer• quickly total the number of correct (or incorrect) questions for the

comprehension section and convert to a percentage• Scoring:

• Use the chart on the examiner’s sheet to determine the student’s reading level(independent, instructional, frustration) based on the number of wordrecognition errors and the number of questions missed

• If the student has not reached a frustration level, you will be administeringadditional Oral Reading Passages

• Remember:

Level ORAL Word Recognition ORAL ComprehensionIndependent > 99 % > 90 %Instructional > 95 % > 60 %Frustration < 90 % < 50 %

• After giving the first oral passage, present the corresponding silent readingpassage (Form B or D), i.e., at the same level as the oral passage

• After giving the first oral and silent reading passages, you will need to determineif you need to continue to have the student read higher-level passages• if both the oral and silent passages were at the student's independent reading

level, present the next higher oral passage, followed by the correspondingsilent passage, and so on, until the student's frustration level is reached onBOTH the oral and silent passages

• if after giving the first oral and silent reading passages, the student is not readingat the independent level on either of the first Oral or Silent passage or both:

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at the independent level on either of the first Oral or Silent passage or both:• present a lower/easier oral and/or silent passage until both oral and silent

independent reading levels have been established• then continue presenting higher-level passages after the first administered

passages, alternating oral (Form A/C) and silent (Form B/D) readingpassages, until both oral and silent frustration levels are reached

Silent Reading Passages (Forms B or D) √• begin with the silent reading passage at the same level used for the first oral

reading passage• put the first Student Passage B (Silent) sheet on the table in front of the student

and point to passage on the sheet and say:Here is another passage. Read this one to yourself and try to remember whatyou read so you can tell me in your own words about what you read and thenanswer some questions about the passage when you are through. Tell mewhen you finish reading. Ready … begin.

• you MUST time the student’s reading with a stopwatch• when the student has finished reading the passage:

• record the time in seconds (e.g., min : sec, e.g., 1:10 = 70 sec.) and• remove the sheet/booklet

• Begin the comprehension by saying to the student/subject:Tell me in your own words about what you read.

• write down on your sheet in the comprehension section what the student says inhis/her summary


• after the student has finished summarizing, ask her/him any of the questionss/he did not appear to answer in her/his summary. Say:I’d like you to answer some questions about the passage now. Ask eachquestion the student did not answer in her/his summary.

• again, write down on your sheet (& digitally record) what the student said foreach question• put a √ or + beside each question the student answered correctly• put 0 or – beside the questions the student did not answer correctly or did

not answer• Scoring:

• Quickly total the number of correct (or incorrect) questions for thecomprehension section and convert to a percentage

• Use the chart on the examiner’s sheet to determine the student’s reading level(independent, instructional, frustration) based on the number of questionsmissed

• If the student has not reached a frustration level, you will be administeringadditional Silent Reading Passages

• Remember:

Level SILENT ComprehensionIndependent > 90 %Instructional > 60 %Frustration < 50 %

• After giving the first oral and silent reading passages, you will need to determineif you need to continue to have the student read higher-level passages• if both the oral and silent passages were at the student's independent reading

level, present the next higher oral passage, followed by the correspondingsilent passage, and so on, until the student's frustration level is reached onBOTH the oral and silent passages

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BOTH the oral and silent passages• if after giving the first oral and silent reading passages, the student is not reading

at the independent level on either of the first Oral or Silent passage or both:• present a lower/easier oral and/or silent passage until both oral and silent

independent reading levels have been established• then continue presenting higher-level passages after the first administered

passages, alternating oral (Form A/C) and silent (Form B/D) readingpassages, until both oral and silent frustration levels are reached

Listening Comprehension Passages (Forms A/C or B/D – but not both): √• use the unadministered higher passages from Forms A/C (oral) or B/D (silent

reading) – do not administer the same level of passage from both• go to first available passage at or just above the student’s frustration level on oral or

silent reading• Tell the student:

I am going to read you a passage. Be sure to remember what I read so youcan tell me in your own words about what I read to you and then answersome questions about the passage.

• After you finish reading the passage to the student, say:Tell me in your own words about what I read.

• write down on your sheet in the comprehension section (& digitally record) whatthe student says in his/her summary


• after the student has finished summarizing, ask her/him any of the questionss/he did not appear to answer in her/his summary. Say:

I’d like you to answer some questions about the passage now.• again, write down on your sheet (& digitally record) what the student said for

each question• put a √ or + beside each question the student answered correctly and a – or

0 beside the questions the student did not answer correctly; leave unansweredquestions blank

• Scoring:• Quickly total the number of incorrect responses/questions missed for the

comprehension section• Use the chart on the examiner’s sheet to determine the student’s reading level

(independent, instructional, frustration) based on the number of questionsmissed• if the number of correct responses is > 70 %, you will be administering

additional Listening Comprehension Passages• continue to administer the oral & silent passages until the student scores

< 70% correct on the comprehension questions• Remember:

Level LISTENING ComprehensionIndependent > 90 %Instructional > 60 %Frustration < 50 %

Test 4. Basic Sight Vocabulary Tests √• Preparation:

• Student sheets:• 4a: Quick Check for Basic Sight Words – p. 174• 4b. Basic Sight Words – flashcards from pp. 270-272• 4c. Basic Sight Word Phrases – flashcards from pp. 273-275

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Test 4. Basic Sight Vocabulary Tests √• Photocopy Examiner Scoring Sheets:

• 4a: Quick Check for Basic Sight Words – photocopy p. 269• 4b. Basic Sight Words – photocopy pp. 270-272• 4c. Basic Sight Word Phrases – photocopy pp. 273-275

• You MUST record this subtest -- use a digital/tape recorder during the entireadministration

4a: Quick Check for Basic Sight Words √• Put the Student Word List sheet (p. 174) on the table in front of the student and

point and state:I want you to read the words on this list out loud. Start here [point to the word“I” in the upper left-hand corner] and read each word as you go DOWN thecolumns.

• on the Examiner Scoring Sheets, record correct responses with a “|” and incorrectresponses with a “0”• If the student pauses more than approximately one second before saying a

word, count the word as incorrect (mark as “0”)• only the s tudent’s first response is score d – it is e ithe r co rre ct or

in correct; NO s elf-corre ctions are permitted• If the student says s/he does not know an answer, record DK (Don't Know). If

the student skips a word completely, record NR (No Response).• transcribe each error on your scoring sheet on the line beside the word (see Code

for Marking in Oral Diagnosis, p. 24)• Stop testing, collect the Student Word List sheet• Scoring:

• when all testing is complete and the student is gone, listen to the recordingand record the student's responses on the Examiner Scoring Sheets

• on the Examiner Scoring Sheet, record or double-check correct responsesmarked with a “|” and incorrect responses with a “0”

• Subtotal the number of correct responses for the word list (e.g., 23 / 36) onthe Examiner Scoring Sheet

4b: Basic Sight Words √• Have the flashcards from pp. 270-272 ready & in order and say to the student:

I a m going to s how you some words on flas hca rds and I wa nt y ou to sa ythe m when you see the m. I will be flashing the c ards quickly , so if y oudon't k now a word, don't worry about it a nd go on.

• ONLY after finishing the test while listening to the recording does the examinerrecord the student's responses on the Examiner Scoring Sheets

• begin to flash the cards to the student at a rate of one-half to one second percard.• Do not separate the cards into "right" and "wrong" piles because this may distract

you, upset the student, and confuse the order of the flash cards• continue flashing the cards until the student does not respond to about 10

consecutive words or otherwise indicates an inability to complete the test• if the student appears to be pronouncing most of the words correctly, continue

the procedure until all cards are flashed• Scoring:


• on the Examiner Scoring Sheets, record correct responses with a “|” andincorrect responses with a “0”

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4b: Basic Sight Words √• only the s tudent’s first response is score d – it is e ithe r co rre ct or

in correct; NO s elf-corre ctions are permitted• if the s tudent he sitate s, the flashe d word is not k nown by sight and is

sc ored as inc orrec t (“0 ”)• transcribe each error on your scoring sheet on the line beside the word (see

Code for Marking in Oral Diagnosis, p. 24)• If the student says s/he does not know a word, mark it with the letters DK

(Don't Know). If the student skips a word completely, mark it with theletters NR (No Response)

• Subtotal the number of correct responses for each word list (e.g., 17 / 20) onthe Examiner Scoring Sheets and then transfer these subtotal scores to thechart on p. 272 and calculate a Total score on the word lists presented (e.g.,172 / 180)

4c: Basic Sight Phrases √• Have the flashcards from pp. 273-275 in order & ready and say to the student:

I a m going to s how you some phra ses on flashcards and I want you tosa y the m when you see the m. I will be flashing the c ards quickly, so ifyou don't k now a phras e, don't worry about it and go on.

• ONLY after finishing the test while listening to the recording does the examinerrecord the student's responses on the Examiner Scoring Sheets

• begin to flash the phrase cards to the student at a rate of 2-seconds per phrasecard (count: 1,001, 1,002 and expect a response or flash the next card)• again, do not separate the cards into "right" and "wrong" piles because this may

distract you, upset the student, and confuse the order of the flash cards• continue flashing the cards until the student does not respond to about 10

consecutive phrases or otherwise indicates an inability to complete the test• if the student appears to be pronouncing most of the phrases correctly, continue

the procedure until all cards are flashed• Scoring:


• on the Examiner Scoring Sheets, record correct responses with a “|” andincorrect responses with a “0”

• only the s tudent’s first response is score d – it is e ithe r co rre ct orin correct; NO s elf-corre ctions are permitted

• if the s tudent he sitate s more than 2 sec onds , the flashe d p hra se is notknown by s ight a nd is sc ore d a s incorre ct (“0 ”)

• transcribe each error on your scoring sheet on the line beside the phrase (seeCode for Marking in Oral Diagnosis, p. 24)• if the student says s/he does not know a phrase, mark it with the letters DK

(Don't Know). If the student skips a phrase completely, mark it with theletters NR (No Response)

• Subtotal the number of correct responses for each phrase list (e.g., x / 13) onthe Examiner Scoring Sheets and then transfer these subtotal scores to thechart on p. 275 and calculate a Total score on the phrase lists presented(e.g., 123 / 143)

Test 5. Phonics Tests √• Preparation:

• Student sheets:• 5a. Application of Phonics Skills in Context – p. 175• 5b. Initial Consonants – p. 176

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Test 5. Phonics Tests √• 5c. Initial Blends and Digraphs – p. 176• 5d. Ending Sounds – p. 176• 5e. Vowels – p. 176• 5f. Phonograms – p. 177• 5g. Blending – p. 177• 5h. Substitution – p. 178• 5i. Vowel Pronunciation – p. 178

• Photocopy Examiner Scoring Sheets:• 5a. Application of Phonics Skills in Context – pp. 276-277• 5b. Initial Consonants – p. 277• 5c. Initial Blends and Digraphs – p. 277• 5d. Ending Sounds – p. 277• 5e. Vowels – p. 278• 5f. Phonograms – p. 278• 5g. Blending – p. 278• 5h. Substitution – p. 278• 5i. Vowel Pronunciation – p. 278


5a: Application of Phonics Skills in Context √• Put the Student Story sheet (p. 175) on the table in front of the student and point to

the story and say:Re ad this s tory a loud until I say stop.

• on the Examiner Scoring Sheet (p. 276-277), circle any underlined wordsmispronounced and transcribe each error on your scoring sheet as for the oralpassage reading (see Code for Marking in Oral Diagnosis, p. 24)

• En co ura ge the stude nt to pro nou nce a s man y word s a s p ossible.• Do not prov ide a ssistan ce by pronouncing unk nown words for the student,

bu t e nco ura ge th e stud ent to go on or sa y " Do the bes t you can ."• Ce as e testing only if the s tudent b eco me s ov erly frus tra ted .• Scoring:

• Only the words underlined on the Scoring Sheet are considered in scoring;words that are not underlined are considered basic sight words

• Compare the oral reading transcription with the response chart below theparagraph on the Scoring Sheet – the chart lists 73 phonic elements tested bythe underlined words from the paragraph

• Circle each phonic element on the response chart the student failed topronounce correctly – but only if the element itself is mispronounced (e.g.,student said bank for barn – there is no error since the initial /b/ was correct)

• Some of the phonic elements are tested by more than one underlined word fromthe paragraph so circle the phonic element if even one of the underlined wordsis mispronounced

• Mastery of the phonic element requires that it be pronounced correctly in allcases

• Determine the number of correct responses for each phonic element, recordthe score for each element and then total all scores

• To achieve mastery, the student must correctly pronounce > 65 / 73 phonicelements, as indicated on the Scoring Sheet.

• If the student masters Test 5a, administer ONLY those subtests where errorswere made (e.g., long vowel errors made = give Test 5i)

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5a: Application of Phonics Skills in Context √were made (e.g., long vowel errors made = give Test 5i)

• If the student does not master this test, give Test 5b and continue testingphonics skills until the student is unable to complete the tasks successfully or thestudent is very frustrated

5b: Initial Consonants √• put the Student sheet (p. 176) [or an enlarged copy of the appropriate section] on

the table in front of the student and point to item # 1 and say:Look at number one and point to the letter y ou he ar at the be ginning ofwater.

• the student must point to the w from among the five letter choices• on the Examiner Scoring Sheets (p. 277), record correct responses with a “|” and

incorrect responses by circling the item number and transcribe each error onyour scoring sheet as for the oral passage reading (see Code for Marking in OralDiagnosis, p. 24)

• say each of the next words in turn (e.g., dog, nice, goat, etc.) and continue torecord the student’s responses as noted

• If nec es sa ry, e ncourage th e stud en t to go on or sa y "Do the bes t you can ."• Ce as e testing only if the s tudent b eco me s ov erly frus tra ted .• Scoring:

• Total the numbe r of correc t re sponse s, write this nu mbe r a s a fraction , an dcompare it to the criter ion for mas tery > 9 /10 correc t

5c: Initial Consonant Blends & Digraphs √• put the student sheet (p. 176) [or an enlarged copy of the appropriate section] on

the table in front of the student and point to item # 1 and say:Look at number one and point to the letters you hea r at the beginning ofgreat.

• the student must point to the gr from among the five letter combination choices• on the Examiner Scoring Sheet (p. 277), record correct responses with a “|” and


• say each of the next words in turn (e.g., blue, small, short, etc.) and continue torecord the student’s responses as noted



5d: Ending Consonant Sounds √• put the student sheet (p. 176) [or an enlarged copy of the appropriate section] on

the table in front of the student and point to item # 1 and say:Look at number one and point to the letter or lette rs you hear at the endof bat.

• the student must point to the t from among the five letter combination choices• on the Examiner Scoring Sheet (p. 277), record correct responses with a “|” and


• say each of the next words in turn (e.g., bad, drop, cool, etc.) and continue torecord the student’s responses as noted

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5d: Ending Consonant Sounds √• If nec es sa ry, e ncourage th e stud en t to go on or sa y "Do the bes t you can ."• Ce as e testing only if the s tudent b eco me s ov erly frus tra ted .• Scoring:


5e. Vowels √• put the student sheet (p. 176) [or an enlarged copy of the appropriate section] on

the table in front of the student and point to item # 1 and say:Look at number one and point to the v owel you hear in up.

• the student must point to the u from among the five letter choices• on the Examiner Scoring Sheet (p. 278), record correct responses with a “|” and

incorrect responses with a circle around the item number and transcribe eacherror on your scoring sheet as for the oral passage reading (see Code for Marking inOral Diagnosis, p. 24)

• say each of the next words in turn (e.g., mule, snap, dot, etc.) and continue torecord the student’s responses as noted



5f. Phonograms √• put the student sheet (p. 177) [or an enlarged copy of the appropriate section] on

the table in front of the student and point to item # 1 and say:Look at number one and point to the e nding pa rt you he ar: … -ame.

• the student must point to the u from among the five letter choices• on the Examiner Scoring Sheets (p. 278), record correct responses with a “|” and


• say each of the next phonograms in turn (e.g., -ime, -ike, -ock, etc.) and continueto record the student’s responses as noted



5g. Blending √• put the student sheet (p. 177) [or an enlarged copy of the appropriate section] on

the table in front of the student and point to at in part 5f and say:Liste n. This s ays /a t/. … [Continue to point to at] Your turn – te ll mewhat this s ay s. … [Teac h/pra ctic e till the stude nt say s at]

• point to in and say:Liste n. This s ays /in/. … [Continue to point to in] Your turn – te ll mewhat this s ay s. … [Teac h/pra ctic e till the stude nt say s in]

• once you are sure the student can pronounce at and in, say:You are going to ble nd le tters with at a nd in . The first one is t plus in ortin . Now y ou ble nd the re st. Some of the se are re al words and s ome arenot

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5g. Blending √• the student must correctly blend each of the initial letter(s) with the phonogram

(e.g., h+at = hat; ch+in = chin; etc.• on the Examiner Scoring Sheet (p. 278), record correct responses with a “|” and




5h. Substitution √• put the student sheet (p. 178) [or an enlarged copy of the appropriate section] on

the table in front of the student and say:Read these words. I will tell you the first one in each column in case youdon't know it. Some of these are real words, some are not.

• on the Examiner Scoring Sheet (p. 278), record correct responses with a “|” andincorrect responses by circling the item number and transcribe each error onyour scoring sheet as for the oral passage reading (see Code for Marking in OralDiagnosis, p. 24)


• Total the numbe r of correc t re sponse s, write this nu mbe r a s a fraction , an dcompare it to the criter ion for mas tery > 2 2/25 corre ct

5i. Vowel Pronunciation √• put the student sheet (p. 178) [or an enlarged copy of the appropriate section] on

the table in front of the student and say:Read as many of these words as you can.

• on the Examiner Scoring Sheet (p. 278), record correct responses with a “|” andincorrect responses by circling the item number and transcribe each error onyour scoring sheet as for the oral passage reading (see Code for Marking in OralDiagnosis, p. 24)


• Total the numbe r of correc t re sponse s, write this nu mbe r a s a fraction , an dcompare it to the criter ion for mas tery > 1 3/15 corre ct

Test 6. Structural Analysis Tests √• Preparation:

• Student sheets:• 6a. Application of Structural Analysis Skills in Context – p. 179-180

• 6a1. Application of Structural Analysis Skills in Context – p. 179 (easier: ~ gr. 5level)

• 6a2. Application of Structural Analysis Skills in Context – p. 180 (more difficult:~ gr. 7 level)

• 6b. Hearing Word Parts – n/a• 6c. Inflectional Endings – p. 181• 6d. Prefixes – p. 181

ESRI Checklist 15

Test 6. Structural Analysis Tests √• 6e. Suffixes – p. 182• 6f. Compound Words – p. 182• 6g. Affixes – p. 182• 6h. Syllabication – p. 182

• Photocopy Examiner Scoring Sheets:• 6a. Application of Phonics Skills in Context – pp. 279-280• 6b. Hearing Word Parts – p. 281• 6c. Inflectional Endings – p. 281• 6d. Prefixes – p. 281• 6e. Suffixes – p. 281• 6f. Compound Words – p. 281• 6g. Affixes – p. 282• 6h. Syllabication – p. 282

• You MUST record this entire subtest using a digital/tape recorder

6a: Application of Structural Analysis Skills in Context √• the student may read either or both passages 6a.1 or 6a.2. When in doubt, start the

student on the passage 6a.1 and proceed to passage 6a.2 only if the studentattains/exceeds specified mastery criterion on passage 6a.1.

• put the Student Story sheet (either p. 179 or p. 180) on the table in front of thestudent and point to the passage and say:

Re ad this s tory a loud until I say stop.• on the Examiner Scoring Sheet, (p. 279-280) circle any underlined words

mispronounced and transcribe each error on your scoring sheet as for the oralpassage reading (see Code for Marking in Oral Diagnosis, p. 24)

• Do not prov ide a ssistan ce by pronouncing unk nown words for the student,bu t e nco ura ge th e stud ent to go on or say, "Do the bes t you can ."

• Ce as e testing only if the s tudent b eco me s ov erly frus tra ted .• If the student meets or exceeds mastery criteria on passage 6a.1, administer

passage 6a.2 using the same procedures outlined above• Scoring:

• Only the words underlined on the Scoring Sheet are considered in scoring;words that are not underlined are considered basic sight words

• Circle each structural analysis element on the response chart the studentmispronounced – but only if the element itself is mispronounced• e.g., if the student says baskethorse for baskethouse, this is considered

correct, since it is clear that the student identified the two pronounceableunits

• e.g., if the student pronounces baskethouse by sounding the /th/ digraph inthe middle of the word, this is incorrect

• For passage 6a.1, to achieve mastery criteria, the student must correctlypronounce > 24 / 27 structural analysis elements, as indicated on the ScoringSheet.

• For passage 6a.2, to achieve mastery criteria, the student must correctlypronounce > 48 / 53 structural analysis elements, as indicated on the ScoringSheet.

• Total the mastery scores for passages 6a.1 (x / 27) + 6a.2 (y / 53) = total: z / 80structural analysis elements tested by the underlined words in the stories

6b: Hearing Word Parts √• hold the Examiner Scoring Sheet (p. 281) so that you can read from it and say:

ESRI Checklist 16

6b: Hearing Word Parts √How many syllables do you hear in the word cowboy?

• on the Examiner Scoring Sheets (p. 281), record correct responses with a “|” andincorrect responses by circling the item number and recording the student’sresponse

• say each of the next words in turn (e.g., intention, steam, disagreement,randomly) and continue to record each student’s response as noted above


• Total the numbe r of correc t re sponse s, write this nu mbe r a s a fraction onth e scorin g shee t, a nd compare it to the criter ion for mas tery > 4 /5corre ct

6c: Inflectional Endings √• put the student sheet (p. 181) [or an enlarged copy of the appropriate section] on

the table in front of the student and point to the first word in column 1 and say:This word is bake. Read the other words below the first word.

• on the Examiner Scoring Sheet (p. 281), record correct responses with a “|” andincorrect responses by transcribing each error on the scoring sheet as for theoral passage reading (see Code for Marking in Oral Diagnosis, p. 24)

• next point to the first word in column 2 (and later column 3) and say:This word is pale (slow). Read the other words below the first word.

• Do not read the first word in column 2 (or 3) until the student has read all thewords in column 1 (or 2), and so on


• Total the numbe r of correc t re sponse s, write this nu mbe r a s a fraction , an dcompare it to the criter ion for mas tery = 9/1 0 c orre ct

6d: Prefixes √• put the student sheet (p. 181) [or an enlarged copy of the appropriate section] on

the table in front of the student and point to the first word in column 1 and say:This word is play. Read the other words below the first word.

• on the Examiner Scoring Sheet (p. 281), record correct responses with a “|” andincorrect responses by transcribing each error on the scoring sheet as for theoral passage reading (see Code for Marking in Oral Diagnosis, p. 24)

• point to the first word in column 2 (later column 3, 4, 5 & 6) and say:This word is mote (form, take, tend, pack). Read the other words below thefirst word.

• Do not read the first word in column 2 (or 3 - 6) until the student has read all thewords in column 1 (or 2 - 5), and so on


• Total the numbe r of correc t re sponse s, write this nu mbe r a s a fraction , an dcompare it to the criter ion for mas tery = 18/20 correct

6e. Suffixes √• put the student sheet (p. 182) [or an enlarged copy of the appropriate section] on

the table in front of the student and point to the first word in column 1 and say:This word is joy. Read the other words below the first word.

ESRI Checklist 17

6e. Suffixes √• on the Examiner Scoring Sheet (p. 281), record correct responses with a “|” and

incorrect responses by transcribing each error on the scoring sheet as for theoral passage reading (see Code for Marking in Oral Diagnosis, p. 24)

• point to the first word in column 2 (later column 3, 4) and say:This word is invent (base, elect). Read the other words below the first word.

• Do not read the first word in column 2 (or 3 - 4) until the student has read all thewords in column 1 (or 2 - 3), and so on


• Total the numbe r of correc t re sponse s, write this nu mbe r a s a fraction , an dcompare it to the criter ion for mas tery = 9/1 0 c orre ct

6f. Compound Words √• put the student sheet (p. 182) [or an enlarged copy of the appropriate section] on

the table in front of the student and point to section 6f and say:Read as many of these words as you can. Some are not real words.

• on the Examiner Scoring Sheets (p. 281), record correct responses with a “√” overeach part of the compound word spoken and incorrect responses bytranscribing each error on your scoring sheet as for the oral passage reading (seeCode for Marking in Oral Diagnosis, p. 24)• it is ac ce pta ble fo r th e stud en t to mispronounc e one or both parts of the

compound words ; th e impo rta nt a sp ect of Te st 6 f is tha t the stu den tre cognizes the s epara te uni ts of the c ompound words

• If nec es sa ry, e ncourage th e stud en t to go on or sa y, " Do the bes t you can ."• Ce as e testing only if the s tudent b eco me s ov erly frus tra ted .• Scoring:

• Total the numbe r of correc t word parts read, th en write th is n umb er a s afra ctio n, a nd compare it to the criter ion for mas tery = 9/1 0 c orre ct

6g. Affixes √• put the student sheet (p. 182) [or an enlarged copy of the appropriate section] on

the table in front of the student and point to section 6g and say:Read as many of these words as you can. Some are not real words.

• on the Examiner Scoring Sheets (p. 281), record correct responses with a “√” overeach part of the word spoken and incorrect responses by transcribing eacherror on your scoring sheet as for the oral passage reading (see Code for Marking inOral Diagnosis, p. 24)• it is ac ce pta ble fo r th e stud en t to mispronounc e one or both parts of the

words; th e impo rta nt a sp ect of Te st 6 g is th at the stu de nt re cognizes these pa rate units of the words

• If nec es sa ry, e ncourage th e stud en t to go on or sa y, " Do the bes t you can ."• Ce as e testing only if the s tudent b eco me s ov erly frus tra ted .• Scoring:

• Total the numbe r of correc t word parts read , write this nu mbe r a s afra ctio n, a nd compare it to the criter ion for mas tery = 9/1 0 c orre ct

6h. Syllabication √• put the student sheet (p. 182) [or an enlarged copy of the appropriate section] on

the table in front of the student and say:Read as many of these words as you can. Some are not real words.

• on the Examiner Scoring Sheets (p. 281), record correct responses with a “√” overeach syllable of the word pronounced correctly and incorrect responses bytranscribing each error on your scoring sheet as for the oral passage reading (seeCode for Marking in Oral Diagnosis, p. 24)

ESRI Checklist 18

6h. Syllabication √transcribing each error on your scoring sheet as for the oral passage reading (seeCode for Marking in Oral Diagnosis, p. 24)• If the student misplaces the accent, count the item correct as long as each of

the syllables is pronounced correctly• If nec es sa ry, e ncourage th e stud en t to go on or sa y, " Do the bes t you can ."• Ce as e testing only if the s tudent b eco me s ov erly frus tra ted .• Scoring:

• Total the numbe r of correc t word parts read , write this nu mbe r a s afra ctio n, a nd compare it to the criter ion for mas tery = 9/1 0 c orre ct

Test 7. Knowledge of Contractions √• Preparation:

• Student sheet: p. 183• Photocopy Examiner Scoring Sheet: p. 283


7: Knowledge of Contractions √• put the Student sheet (p. 183) on the table in front of the student and say:

He re is a list of c ontra ctions . I want y ou to begin with numbe r one andsa y the contra ction, and the n te ll me what two words it sta nds for.

• on the Examiner Scoring Sheet (p. 283), in the first blank record a “|” if the studentcan pronounce the contraction correctly; for incorrect responses record a “0” andtranscribe each error on your scoring sheet as for the oral passage reading (seeCode for Marking in Oral Diagnosis, p. 24)

• in the second blank record a “|” if the student can tell you for what two words thecontraction stands; for incorrect responses record a “0” and transcribe eacherror on your scoring sheet as for the oral passage reading (see Code for Marking inOral Diagnosis, p. 24)

• Do not prov ide a ssistan ce by pronouncing unk nown words for the student,bu t e nco ura ge th e stud ent to go on or say, "Do the bes t you can ."

• Ce as e testing only if the s tudent b eco me s ov erly frus tra ted .• Scoring:

• Count up the total number of “|” in the left columns to determine the number ofcontractions pronounced correctly (x / 47)

• Count up the total number of “|” in the right columns to determine the numberof contraction derivatives (2 words for each contraction) supplied that werecorrect (y / 47)

• Total the numbers correct for the left and right columns (z / 94)

Test 8. El Paso Phonics Survey √• Preparation:

• Student sheets:• Directions: pp. 184–185• Test Sheets: pp. 186–187

• Photocopy:• Student Test Sheets: pp. 186–187 [easier to record student responses]• Examiner Scoring Sheets: pp. 284–285

• Survey Parts:• 8a. Initial Consonant Sounds – items 1 – 22• 8b. Ending Consonant x – item 23

ESRI Checklist 19

Test 8. El Paso Phonics Survey √• 8c. Initial Consonant Sounds – items 24 – 58• 8d. Vowels, Vowel Teams & Special Letter Combinations – items 59 – 90

• You MUST record the entire subtest using a digital/tape recorder• Before beginning the test, make sure the student has instant recognition of the

test words in the box at the top of page 186• These words must be known immediately by the student – if they are not,

reschedule the test to a later date after the words have been taught and thestudent knows them instantly

8a: Initial Consonant Sounds – items 1 – 22 √• put the Student sheet (p. 186) on the table in front of the student and point to the

first letter in the first column and say:Tell me the name of this letter [not the sound it represents]

• then point to the word in the middle column and say:What is this word?

• then point to the nonsense word in the third column and say:What is this word?

• on the photocopy of the Student sheet (p. 186):• above the letter in the first column record a “|” if the student can say the letter

name correctly; for incorrect responses write the letter name the student sayson your scoring sheet as for the oral passage reading (see Code for Marking inOral Diagnosis, p. 24)

• above the word in the second column record a “|” if the student can say theword correctly; for incorrect responses transcribe the word the student sayson your scoring sheet as for the oral passage reading (see Code for Marking inOral Diagnosis, p. 24)

• above the nonsense word in the third column record a “|” if the student cansay the word correctly; for incorrect responses transcribe the word the studentsays on your scoring sheet as for the oral passage reading (see Code forMarking in Oral Diagnosis, p. 24)

• Do not prov ide a ssistan ce by pronouncing unk nown words for thestude nt, b ut en cou rag e the stu den t to g o o n o r sa y " Do the bes t you can ."

• Ce ase testing only if th e stud en t b eco me s o verly f rustrated.• Supe rior/Supe rs cript Numbe rs a3, b15 , c16 , d17 : Spe cia l Direc tions

• a3. If the student uses another s sound (e.g., /sh/ as in sugar) in the nonsenseword sup, ask, What is another s sound? S/He must use /s/ as in sack

• b15. If the student uses the soft c sound (e.g., cigar) in the nonsense word cam,ask, What is another c sound? S/He must use the hard c sound as in coat

• c16. If the student uses the soft g sound (e.g., gentle) in the nonsense word gup,ask, What is another g sound? S/He must use the hard g sound as in gate

• d17. If the student doesn’t respond or says the /y/ sound in yin incorrectly, ask,What is the y sound when it comes at the beginning of a word?

• Scoring:• If the student can say the name of the letter(s) [e.g., #22 qu, s/he must name

both letters, not /kw/ sound], the word in the middle column, and the nonsenseword in the third column, mark the correct blank on the Examiner answersheet with a “|”

• If s/he cannot pronounce the nonsense word after giving the name of the letterand the word in the middle column, mark the correct blank on the Examineranswer sheet with a “0”

• If s/he can tell you the name of the letter and the small word in the middlecolumn but cannot pronounce the nonsense word, mark the correct blank onthe Examiner answer sheet with a “0”

ESRI Checklist 20

8a: Initial Consonant Sounds – items 1 – 22 √• have him/her give the letter sound in isolation – if s/he can give the sound in

isolation, either s/he is unable to "blend" or does not know the letter wellenough to give its sound and blend it at the same time

8b. Ending Consonant x – item 23 √• with the Student sheet (p. 186) on the table in front of the student, point to item 23

and the letter x in the first column and say:Tell me the name of this letter [not the sound it represents]

• then point to the word in the middle column and say:What is this word?

• then point to the nonsense word in the third column and say:What is this word?

• Supe rior/Supe rs cript Numbe r e23: Spe cia l Dire ctions• e23. The student must use the /ks/ sound of x, and the nonsense word mox must

rhyme with box• on the photocopy of the Student sheet (p. 186):

• above the letter x in the first column record a “|” if the student can say theletter name correctly; for incorrect responses write the letter name the studentsays on your scoring sheet (see Code for Marking in Oral Diagnosis, p. 24)

• above the word in the second column record a “|” if the student can say theword correctly; for incorrect responses transcribe the word the student sayson your scoring sheet (see Code for Marking in Oral Diagnosis, p. 24)

• above the nonsense word in the third column record a “|” if the student cansay the word correctly; for incorrect responses transcribe the word the studentsays on your scoring sheet (see Code for Marking in Oral Diagnosis, p. 24)

• Scoring:• If the student can say the name of the letter x, the word in the middle column,

and the nonsense word in the third column, mark the correct blank on theExaminer answer sheet with a “|”

• If s/he cannot pronounce the nonsense word after giving the name of the letterand the word in the middle column, mark the correct blank on the Examineranswer sheet with a “0”

• If s/he can tell you the name of the letter x and the small word in the middlecolumn but cannot pronounce the nonsense word, mark the correct blank onthe Examiner answer sheet with a “0”

8c. Initial Consonant Sounds – items 24 – 58 √• with the Student sheet (p. 186 & later p. 187 for items 43-58) on the table in front

of the student, point to item 24 (later #25, #26, etc.) and the letters in the firstcolumn and say:

Tell me the names of these letters [not the sounds]• then point to the word in the middle column and say:

What is this word?• then point to the nonsense word in the third column and say:

What is this word?• on the photocopy of the Student sheets (pp. 186-187):

• above the letters in the first column record a “|” if the student can say theletter names correctly; for incorrect responses write the letter name(s) thestudent says on your scoring sheet (see Code for Marking in Oral Diagnosis, p.24)

• above the word in the second column record a “|” if the student can say theword correctly; for incorrect responses transcribe the word the student sayson your scoring sheet (see Code for Marking in Oral Diagnosis, p. 24)

ESRI Checklist 21

8c. Initial Consonant Sounds – items 24 – 58 √on your scoring sheet (see Code for Marking in Oral Diagnosis, p. 24)

• above the nonsense word in the third column record a “|” if the student cansay the word correctly; for incorrect responses transcribe the word the studentsays on your scoring sheet (see Code for Marking in Oral Diagnosis, p. 24)

• Do not prov ide a ssistan ce by pronouncing unk nown words for the student,bu t e nco ura ge th e stud ent to go on or sa y " Do the bes t you can ."

• Ce ase testing only if th e stud en t b eco me s o verly f rustrated.• Supe rior/Supe rs cript Numbe rs f33, g34: Spe cia l Dire ctions

• f33. If the student uses the /th/ sound heard in that, ask, What is another thsound? The student must use the /th/ sound heard in thing

• g34. If the student uses the /hoo/ sound of /wh/ in saying the nonsense wordwhup, ask, What is another wh sound? The student must use the /wh/ sound asin when.

• Scoring:• If the student can say the letter names in the first column, the word in the

middle column, and the nonsense word in the third column, mark the correctblank on the Examiner answer sheet with a “|”

• If s/he cannot pronounce the nonsense word after giving the letter names andthe word in the middle column, mark the correct blank on the Examineranswer sheet with a “0”

• If s/he can tell you the vowel names/sounds but cannot pronounce thenonsense word, mark the correct blank on the Examiner answer sheet with a“0”• have him/her give the letter sounds in isolation – if s/he can give the sounds

in isolation, either s/he is unable to "blend" or does not know the letters wellenough to give their sounds and blend them

8d. Vowels, Vowel Teams & Special Letter Combinations – items 59 – 90 √• with the Student sheet (p. 187) on the table in front of the student, point to # 59

(later #60, #61, etc.) and the letter(s) in the first column and say:Tell me the name of this/these letter(s) [e.g., short a; not the sound itrepresents]

• if s/he does not know that the breve (˘) over vowels means short a, e, etc.,then explain this; do the same with the long vowels, where the macron (-)appears

• all vowels and vowel combinations are put with only one or two of the first eightconsonants tested; if any of the first eight consonants are not known, theyshould be taught to the student before testing for vowel knowledge

• then point to the nonsense word in the middle column and say:What is this word?

• on the photocopy of the Student sheet (p. 187):• above each vowel/vowel combinations in the first column record a “|” if the

student can say the vowel name or sound correctly; for incorrect responseswrite the vowel name or sound the student says on your scoring sheet (seeCode for Marking in Oral Diagnosis, p. 24)

• above the nonsense word in the second column record a “|” if the student cansay the word correctly; for incorrect responses transcribe the word the studentsays on your scoring sheet (see Code for Marking in Oral Diagnosis, p. 24)

• Do not prov ide a ssistan ce by pronouncing unk nown words for the student,bu t e nco ura ge th e stud ent to go on or sa y " Do the bes t you can ."

• Supe rior/Supe rs cript Numbe rs h69, i70, j71, k72, l78, m79: Spe cia l Dire ctions• h69. The student may give either the /oo/ sound heard in moon or the /oo/ sound

heard in book; be sure to note which one is used

ESRI Checklist 22

8d. Vowels, Vowel Teams & Special Letter Combinations – items 59 – 90 √• i70. If the same /oo/ sound is given this time as was given for item 69, say, Yes,

that's right, but what is another way we could pronounce this nonsenseword? Whichever sound was not used in item 69 must be used here;otherwise, it is incorrect

• j71. The student may give either the /ea/ sound heard in head or the /ea/ soundheard in meat; be sure to note which one is used

• k72. If the same /ea/ sound is given this time as was given for item 71, say, Yes,that's right, but what is another way we could pronounce this nonsenseword? Whichever sound was not used in item 71 must be used here;otherwise, it is incorrect

• l78. The student may give either the /ow/ sound heard in cow or the /ow/ soundheard in crow; be sure to note which one is used

• m79. If the same /ow/ sound is given this time as was given for item 78, say, Yes,that's right, but what is another way we could pronounce this nonsenseword? Whichever sound was not used in item 78 must be used here;otherwise, it is incorrect.

• Scoring:• If the student can say the vowel name/sound and the nonsense word in the

middle column, mark the correct blank on the Examiner answer sheet with a“|”

• If s/he cannot pronounce the nonsense word after giving the vowelname/sound, mark the correct blank on the Examiner answer sheet with a“0”

• Count up the total number of “|”s in each section of Test 8 to determine thenumber of vowels/vowel combinations and nonsense words pronouncedcorrectly (x / 90)

Test 9. Quick Word List Survey √• Preparation:

• Student sheet: p. 188• Photocopy the Student sheet (p. 188) and Examiner Scoring Sheet: p. 286• Review the Pronunciation of Quick Survey Words on p. 286 for correct

pronunciation of the test words; if necessary, refer to this sheet while testing thestudent

• You MUST record this entire subtest using a digital/tape recorder• Put the Student sheet (p. 188) on the table in front of the student and say:

Read the nonsense words out loud starting here [point].• on the photocopied Student sheet, record correct responses with a “|” and

incorrect responses with a “0”• transcribe each error on the photocopied Student sheet beside each word (see

Code for Marking in Oral Diagnosis, p. 24)• if the words are pronounced correctly except for the accent or stress on

certain syllables, they are scored as correct• If the student says s/he does not know an answer, record DK (Don't Know). If

the student skips a word completely, record NR (No Response).• Scoring:

• when all testing is complete and the student is gone, listen to the recording todouble-check scoring & transcriptions

• transfer the scores and transcriptions to the Examiner sheet and score eachresponse is correct [ | ] or incorrect [ 0 ]

• Subtotal the number of correct responses for the word list (e.g., 11 / 14)

Ekwall-Shanker Reading Inventory (4th ed) Instructions &...

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