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READ 6310
Spring 2010
Informal Reading Inventory
Introductory Remarks
The following is a case study of a 13-year-old girl who agreed to take part to help diagnose any
and all reading problems. This evaluation of her reading ability began with a reading
interest/inventory survey followed by a series of diagnostic evaluations and recommendations to
improve upon any reading problems. Additionally, a full report detailing results and
recommendations will be offered to her legal guardian and assist with this case study for the
purposes of READ 6310 for Tennessee Technological University.
Report & Evaluation
Name: Suzie Que Date of Administration: April 16, 2010 (final)
Date of Birth: January 14, 1997 Date of Report: April 22, 2010
Chronological Age: 13-3 Name of Administer:
Grade: 7
Test Administered & Administration
I administered two separate informal reading inventories (IRI). The first was on March 1, 2010
to serve as a pre-assessment. This test was administered in my classroom, with no other students
or faculty present. The results of the IRI indicated that she had an instructional level of fifth
grade. The administration took 43 minutes for all of the IRI phases (word lists and passages).
Based on readability level and the results of her reading interest survey, I selected an excerpt
from Ann M. Martin’s A Corner of the Universe (2002) to use for further cloze and running
record assessments.
The second IRI was administered on April 16, 2010 in a Sunday school classroom of a local
church, as Suzie is on long-term suspension from school. The administration took 35 minutes,
with no interruptions for all of the phases of the IRI (word lists and passages).
Reason for the Referral
The student was referred for this project subsequent to the case study requirement for Tennessee
Technological University. Her language arts teacher suggested her as a candidate citing
“inability to focus”, “completely reliant upon decoding,” and “poor retention.” Her mother
granted permission and is anticipating a full report and frequent updates.
Background Information
“Suzie,” a 13-year, 2-month girl, currently attends seventh grade in a public inner-city school
located in Knoxville, Tennessee. Her TCAP scores indicate that she is below grade level in
reading and language arts. She is currently enrolled in the Language ! program. “Suzie” has
continual behavior problems that have recently placed her on several school suspensions,
currently she is serving a 10 day suspension and attending a disciplinary hearing.
Behavioral Observation
“Suzie” has been on long-term suspension, and was very pleased to be a part of our “book study”
once again. She appeared eager to participate and to do well, seemingly wanting to impress me.
She took the second IRI much more seriously than she did the first one. I shared her new level
with her, and she simply smiled.
Summary of the Results
The first IRI indicated that “Suzie’s” instructional level was fifth grade. This served as a guide
for all other evaluations that I administered to “Suzie”. She read six words incorrectly on one
sixth grade reading list, and seven on a second. On the fifth grade word list, “Suzie” made three
errors on both fifth grade word lists administered. This assessed “Suzie’s” frustration level to be
sixth grade and her instructional level to be fifth grade. The comprehensive analysis from both
oral and silent passages indicated a reading instructional level of fifth grade, as well. The oral
passage yielded one error, and the silent passage yielded two. I continued working with “Suzie”
using appropriate reading material as defined by the Gunning Fog readability formula.
The final IRI was surprising, as the student’s vocabulary and comprehension had both increased
an entire reading level. “Suzie” did not make any errors on the fifth grade word list, and she
missed three errors on the first sixth grade word list, and two on the second. This assessed
“Suzie’s” instructional level to be sixth grade, indicating an increase of one grade level since the
first IRI was administered on March 1, 2010. The comprehensive analysis from both oral and
silent passages indicated a reading instructional level of sixth grade, as well. Both the oral and
silent passages yielded two errors. “Suzie” reached frustration level almost immediately when
attempting a seventh grade word list, so there were no seventh grade passages assessed.
Implications for Instruction
Based on the favorable results, I am recommending that the teacher continue with the previous
recommendation to focus on vowel graphophonics and using context clues for meaning. “Suzie”
responds well to using books for instruction, however her language arts teacher is not able to
make accommodations for her in this manner at this time. Her teacher is beginning a novel study
with her class beginning on May 1, 2010. I have recommended working with “Suzie” inside the
context of this book. She and I have completed A Corner of the Universe, and she was proud of
herself for completing the book. Her language arts teacher and I have a plan for some activities
such as other cloze procedures, journaling, photo sequencing and folder games, a web quest, and
various other contextual activities in a literature circle setting with other students. I recommend
that both literature-based and guided instruction be implemented when working with “Suzie”.
While she needs motivation, she is able to be inspired. She is able to make large strides when
not affected by apathy. Recommendations to the parent have been made for “Suzie” to join the
school reading club and I have assisted in enrolling her in the summer reading program at the
public library.