Informal Reading Inventory -...
Transcript of Informal Reading Inventory -...
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Informal Reading Inventory
Dr. Kristen Pennycuff Trent
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What is an IRI? • Informal reading inventory
– A type of informal reading test designed to provide teachers with information • Discover levels of reading material
• Diagnose some specific reading problems
• Learn about the skills, abilities, and needs of the individual to plan a reading program
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What is an IRI? • Graded word lists
– Two lists of 20 words from each reading level (preprimer-twelfth grade)
• Tells us placement level
– Where to start 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
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What can an IRI tell teachers?
• Quantitative information – Expressed in grade level
equivalent scores to indicate reading level
– Measured in percentage of accuracy
• Word recognition accuracy
• Percentage of correct answers to comprehension questions
– Independent – Instructional – Frustration – Listening
Comprehension
• Qualitative information – Word recognition
strengths and difficulties
– Comprehension strengths and difficulties
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Independent Level • Student can read successfully without
assistance • Oral reading
– Fluent and free from finger pointing – Word accuracy 99% or higher – AND Comprehension 90% or higher
• Silent reading – Free from finger pointing and subvocalization – Comprehension 90% or higher
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Instructional Level • Student can 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
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Frustration Level • Student is unable to read with adequate
word identification or comprehension
• Signs of difficulty and tension are evident
• Oral reading lacks fluency – Word recognition less than 85% in grades 1-2
– Word recognition less than 90% in grades 3-12
– OR Comprehension less than 50%
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Listening Comprehension Level
• Sometimes called the – Capacity level
– Potential level
• Comprehension level of at least 75%
• Usually start with frustration level for oral or silent reading
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Qualitative Information • Word recognition miscue analysis
– During word list and oral reading – “Code” the mistakes a child makes
• Mispronunciation • Substitution • Refusal to pronounce • Insertion • Omission • Repetition • Reversal • Self-correction
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Qualitative Information: Word recognition miscue analysis
• Does it change the meaning? – I will speak to him.
• “I will talk to him.” – Talk is a more natural word for the child and it does
not change the meaning.
• “I will speed to him.” – Miscue disrupts the meaning, but not the syntax.
The child might not recognize that a miscue has occurred.
• “I will spinach to him.” – Miscue results in nonsense and is serious problem
for comprehension.
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Qualitative Information: Word recognition miscue analysis
• If it doesn’t change the meaning, we don’t worry about it. – Probably due to internal translation
process of the reader and not to the reader’s ability to decode.
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Qualitative Information: Comprehension question analysis
• Main idea question – Asks for the central
theme of a selection
• Detail question – Asks for bits of
information directly stated in the material
• Inference question – Asks for information
that is implied, but not directly 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 word or phrase used in the selection
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Who needs to take the IRI?
• Ideally, every student would be given the IRI so the teacher could – Place him at the correct level in the
reading program
– Supply appropriate content-area reading material
– Recommend recreational reading
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More questions • When should the IRI be given?
– Beginning, middle, and end of the year – If a child is having trouble or has just
transferred
• How long does it take to administer the IRI? – Usually only about an hour for an experienced
administrator
• Who can administer the IRI? – Any teacher – YOU
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Administration of the IRI
• Set the stage for testing. • Administer the graded word lists for
placement. • Administer the graded passages. • Administer listening passages. • Analyze the findings. • Interpret the results qualitatively and
quantitatively.
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Administration of the IRI
• Setting the stage for testing
• Create a stress-free testing environment – Materials
• IRI, scoring sheets, tape recorder, stop watch, paper, pencils
– Conversation • Make subject feel at ease
• Take frequent breaks
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Administration of the Word Lists
• “I have some lists of words that I want you to read one at a time. Some of the words will be easy for you, and some I expect to be very hard. Don’t worry. You are not expected to know all of them. If you don’t know a hard word right away, try your best to figure it out. I cannot help you in any way, and I cannot tell you whether you are right or wrong. Just do your best. Are you ready?”
• Begin with word list at least two years below current chronological placement
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Administration of the Word Lists
• Accuracy of identification – Does the student read the word
correctly?
– If so, place a check mark next to the word • Errors recorded with phonetic equivalency
• If self-correct, write SC
• If student skips a word or pauses for more than 10 seconds, write DK (don’t know)
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Administration of the Word Lists
• Drop to an easier list if there are any miscues on the starting word list and continue to drop until you find the list where there are no errors.
• Continue to higher lists until a list is found where the student makes at least one error.
• Placement level is the level where the student had no errors. This is the level where you start the graded passages.
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Your Turn: Word Lists • Word List Administration
– Work with a partner to give each other the word lists.
– Each reader assume the role of a child at either a lower or advanced level. Tell the scorer your grade level and make mistakes you think would be common.
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Administration of the IRI: Graded Passages
• Usually do oral, silent, and then listening. • Start with a passage at the student’s
placement level from the word lists. • Tell the student what will be expected
during the assessment process. • Present the student’s copy of the first
passage and read the introductory statement to him.
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Administration of the IRI: Graded Passages
• Ask the student to read the passage orally. – Mark all miscues on the teacher copy as 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.
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Administration of the IRI: Graded Passages
• Remove the passage from the student’s view and ask the accompanying comprehension questions. – Record exact answers. – If the child answers with only one word, ask
“Anything else?” or “Could you tell me more?” – Quickly count up the incorrect comprehension
answers and circle the comprehension percentage.
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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 not meet the criteria for the independent level, drop back to the next lower grade level. – Continue to drop back until the independent level is
found and labeled.
• If the frustration level has not been met, go to the next level above that passage. – Continue to move forward until the frustration level is
found and labeled.
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Your Turn: Graded Passages Oral Reading
• Work with a partner to administer the oral passages.
• Readers: Assume the role of a child at either a lower or advanced level. Make mistakes you think would be common.
• Scorers: Try to find the independent, instructional, and frustration levels for your “student”.
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Administration of the IRI: Graded Passages
• For silent reading, start with another Form of the test at the same placement level. Present the student’s copy of the first passage and read the introductory statement to him.
• Ask him to read silently and look up at you when he is finished.
• If the child asks for help say “Do the best you can. I want to find out how well you read without help.”
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Administration of the IRI: Graded Passages
• Remove the passage from the student’s view and ask the accompanying comprehension questions. – Record exact answers. – If the child answers with only one word, ask
“Anything else?” or “Could you tell me more?” – Quickly count up the incorrect comprehension
answers and circle the comprehension percentage.
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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 not meet the criteria for the independent level, drop back to the next lower grade level. – Continue to drop back until the independent level is
found and labeled.
• If the frustration level has not been met, go to the next level above that passage. – Continue to move forward until the frustration level is
found and labeled.
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Your Turn: Graded Passages Silent Reading
• Work with a partner to administer the silent passages.
• Readers: Assume the role of a child at either a lower or advanced level. Make mistakes you think would be common.
• Scorers: Try to find the independent, instructional, and frustration levels for your “student”.
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Administration of the IRI: Graded Passages
• Now you’re ready for the listening level. Start with another form of the test at the next higher level than the frustration level. Read the passage aloud.
• Remove the passage from the student’s view and ask the accompanying comprehension questions. – Quickly count up the incorrect comprehension answers
and circle the comprehension percentage. – Stop when the child reaches less than 75%
comprehension level and mark that level with Listening.
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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: Try to find the listening comprehension level for your “student”.
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How is the IRI scored and interpreted?
• Worksheets – Worksheet for
Word Recognition Miscue Tally Chart
– Worksheet for Qualitative Analysis of Uncorrected Miscues in Context
• Summary Forms – Teacher Summary
Form for Quantitative Analysis
– Teacher Summary of Qualitative Analysis
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Your Turn: Case Study • Using your case study packet and the
Walker text, work with a partner to create an intervention plan for Melissa.
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Selecting Instructional Techniques
Guided Questions for Case Analysis
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Print Processing vs Meaning Processing
1. Within the lesson, which processes (print or meaning processing) do I need to support? Why?
– Print processing: Decoding/Word recognition
– Meaning processing: Comprehension
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Type of Text • Narrative
• Expository – Look back at IRI passages
– Check for comprehension and vocabulary clues
– Consider the child’s grade level
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Lesson Support • How can you best support
comprehension and word recognition throughout the lesson? Why? – Before
– During
– After
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Classifying Techniques by Mode of Response
• Writing – Reflective thinking – Constructing
meaning – Using written
conventions
• Discussion – Meaning
construction – Verbalizing plans
and strategies for meaning construction
– Making social thinking an internal process
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Classifying Techniques by Mode of Response
• Which mode of response (discussion or writing) will better assist this student in advancing his reading? – See Table 5-1 page 72
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Classifying Techniques for Strategy and Skill Instruction
• Predicting – Guessing about what the author is going to say.
• Before and during reading
• Monitoring – Checking the text or your background
knowledge to see whether what you are reading makes sense.
• During reading
• Elaborating – Relating new information to what is known in
order to remember it, making new information part of what you know
• During and after reading
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Classifying Techniques for Strategy and Skill Instruction
• Which strategy or strategies (predict, monitor, or elaborate), if learned, will increase this student’s reading? – See Table 5-2 page 77
• Which skills, if learned, would increase this student’s reading? – See Table 5-3 pages 82-83
• THE GENIUS TABLE
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Classifying Techniques by Sources of Information
• Some readers overrely on reader-based information, making inferences from topic knowledge when a more careful reliance on the text is warranted.
• Some readers overrely on text-based information, repeating text segments when inferences from background knowledge are more appropriate.
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Classifying Techniques by Sources of Information
• Which sources of information (text based or reader based or both) does the student tend to use? – Table 5-4 pages 88-89
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Classifying Techniques by Type of Structure
• Explicit Instruction – Based on reasons for
learning – Teacher modeling of
how it works – Collaborative practice – Gradual release of
teacher control • Typical strategies
– Word probe strategy
– Question Answer Relationships
• Implicit Instruction – 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
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Classifying Techniques by Type of Structure
• In order to advance reading, what kind of mediated instruction (implicit or explicit) does the reader need? – Table 5-5 pages 92-93
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Strategy Selection • Think about the instructional framework during
GCR and select strategies or techniques that will allow the student to think about whole stories meaningfully.
• Think about the student’s preferences and decide if writing or discussing will advance story understanding.
• Think about SAS and select a technique that allows the student 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 instruction
• Differentiate as needed.
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Walker’s View of Instructional Techniques or Strategies
• Description • Targeted Reading Levels • Predominant Focus of Instruction
– Will follow guided questions
• Procedures • Basic View of Reading • Patterns of Strengths and Strategies • Learner Patterns that Produce Increased
Engagement
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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
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Questions? Comments?