The Betts Criteria ^- ™^g chart present^ s...

LINKING READING ASSESSMENT TO INSTRUCTION

IS OF READING LEVELS OM AM |R|

then evaluated JSS^S_S^5SST°" """" ' a » ™ — * * ™

total words in passage - errors total words in passage = word-recognition percent correct

sss s ^ the e i™ *«**» questions. ^ U e s t l o n s and divide that number by the total number of

- ^ L i _ H _ H b _ f S £ L t _ i ^ total words in passage " = comprehension percent correct

have b S e S r S S S L * ! ^ "T*"" prehension a set of criteria. There a r s e v e S cr ? f " t h e ,S t u

ud e n t ' s — e s based on

controversy persists overwh c^ c r l r a touse""1 " k ^ * " ^ M d w h i I e

only as an indicator or guide-not as a c e r t a T n ^ T ^ " t ^ t 0 b e r e g a r d e d

be applied to IRI s c o r e s ^ those o T B e S ^ S . ^ ^ " ^ * * " ^

The Betts Criteria

The following chart presents the Betts criteria (Betto 1Q4ftU ^ . • . ^ - d ™ ^ ^

f ^ ^ f ^ L j ^ l R e c o g n i t i o n Percent Correct C o r T f ^ ^ * * * * *

Independent 99% and above 90% and above

Instructional Frustration

95-98% 90% and below 75-89%

50% and below

i n t h e ^ ^ ^ and scored 100% correct on bo"h worrl t ? ^ ^ ^ t h i r d-grade passage on the fourth-grade p Z Z t h ^ L T z T ^ ^ T T t 0 ^ ^ recognition errors. There were e T h t r n l I W ° r d s ' h e h a d 1 2 w o ^ -six incorrectly. A c c ^ T ^ ^ recognition and 25% correct in comprehension ' m W ° r d

215-12 8 - 6

" 2 1 5 - = 94% V = 25%

definitely at a frustrX r l a d i ^ S S f a S S T *• k ^ " ^ ^ ^ b u t

Brian should be placed initiallyin r ! l ? comP rehension. Based on these results, J e v e L

P l a c e d m i t l a % m reading material designated at a third-grade

XWu

Stamp

INFORMAL READING INVENTORY 6 7

The Powell Criteria

To use the Powell criteria (Powell, 1971), you would apply the same formulae for word recognition and comprehension percent correct as with the Betts criteria. Powell established differentiated criteria according to the level ofthe passage, as shown in the chart below. To use the chart, first locate in the left column the grade level of the passage administered to the child. Next, compare the student's word-recognition and comprehension percent correct scores with those to the right of the passage level and determine the child's reading level in the far right column.

Passage Grade Level

2nd and below

3rd to 5th

6th and above

Word Recognition Percent Correct

94% and above 87-93% below 87%

96% or greater 92-95% below 92%

97% or greater 94-96% below 94%

Comprehension Percent Correct



9 1 % and above 65-90% below 65%

Reading Level

Independent Instructional Frustration



Here is an example of one child's percent correct scores on three different reading passages:

Student Passage

Grade Level Word Recognition

Percent Correct Comprehension Percent Correct

Reading Level

Jimmy 2 3 4

95% 94% 90%

90% 80% 70%

Independent Instructional Frustration/ instructional

Using the Powell criteria, you can see that Jimmy is at an independent reading level in both word recognition and comprehension on grade 2 material. On grade 3 material, Jimmy is at an instructional level. However, on grade 4 material, we note that Jimmy's comprehension is still at an instructional level, although his word recognition is at a frustration level. Because comprehension is more important to classroom learning than word recognition, Jimmy's placement is more heavily influenced by his comprehension score. Jimmy can be initially placed in grade 3 reading materials for instruction and given more difficult material if he is successful. Jimmy should be provided with grade 2 materials for his independent pleasure reading.

Here's another example:

Passage . Word Recognition Student Grade Level Percent Correct


Reading Level

Jane 90%

85%

50%

50%

Instructional/ frustration Frustration


Jane's word recognition on grade 2 material is at the instructional level. However her comprehension is at the frustration level. At the grade 3 level she is frustrated m both word recognition and comprehension. To determine her independent level and her instructional comprehension level, lower-grade-level passages should be administered. Based on the information in the chart, Jane should probably be placed initially in grade 1 materials for instruction unless she shows signs of frustration and/or no progress, in which case a lower level of materials would be indicated.

X 1 1 7 ^ .

\y D E T E R M I N I N G R E A D I N G L E V E L S O N A N IRI

The purpose of this activity is to provide practice in determining independent, instructional, and frustration reading levels.

Directions: Using the data in the chart, calculate the word recognition and comprehension percents correct, and determine the reading levels of each student based on either the Betts or Powell criteria. In this exercise, you are provided with the number of errors and, in parentheses, the total number of words in the passage and number of questions that followed. For example, Bernie had 8 (138) errors in word recognition. That means that out of 138 words in the passage, he read 130 words correctly (8 errors). Divide the number correct (130) by the total (139) to determine the percent correct (94%).

i

Student

Bernie

Helen

Jackie

Todd

Passage

Grade Level

3 4 1 2 3

Primer 1 2 5 6 7

Word Recognition

Errors

8 (138)1

15 (162) 2(79)

5(113) 11(119) 0(50) 4(79)

12(113) 12(192) 10(189) 11 (241)

Word Recognition

Percent Correct

94

Comprehension Errors

K8)2

4(8) 1(6) 2(6) 3(8) 0(6) 1(6) 4(6) 1(8) 1(8) 2(8)


Reading Level

1 Number of words in the reading passage. 2 Number of comprehension questions on that passage.


>1N<G OF ORAL READING. IVIBSCUES

As the student reads orally, you will record all their errors, or miscues. There are eight oral reading behaviors usually recorded during the administration of an IRI. Published IRIs provide guidelines on the types of student responses that are counted as miscues and used in the quantitative analysis. The eight behaviors listed and described below are always recorded. There is a difference, however, in whether and when to include repetitions as quantitative data. If using the Betts criteria, you will consider repetitions as errors; if using the Powell criteria, repetitions are not considered errors but are recorded. In the latter situation, repetitions are used for qualitative analysis. Self-corrections never count as "errors." They do, however, provide valuable hints to the student's reading strategies.

Types of responses, their definitions, and a system for marking them on the reading passage follow:

Miscue Errors

Substitution

Omission

Addition/insertion

Mispronunciation

Reversal

Words aided

Repetition*

Self-correctiont

Description

Student replaces a word or phrase with another word or phrase.

Student skips one or more words in the text.

Student adds one or more words to the passage.

Student incorrectly pronounces or sounds out a word or part of a word.

Student transposes adjacent words or sounds within a word.

Student makes no attempt to pronounce word within 10 seconds, and the teacher supplies the word.

Student repeats two or more consecutive words in the text.

Student spontaneously corrects an error.

Marking

ikci in the pads

in the (TO™

in the. park

pen& in the pe*4_

an\the/park

in the park

in the park

in the park

* Repetitions are scored with Betts criteria but are recorded only with the Powell criteria. t Self-corrections are recorded but not scored as miscues.

The following is a sample of a passage with recorded miscues:

ioid

Pirates sailed the seas many years ago. Pirates hunted and stete i/te

treasures orr the land and on the sea®

could Men would become pirates to'get rich. As sailors, men were paid

*" ccutdidc uiutitud low wages and conditions so candids were »s«a__y poor on a ship.

Pirating offered men Pirating offered men a chance to get rich quicl%)As i/iaied

pirates, they chared in "the loot."

7 0 LINKING READING ASSESSMENT TO INSTRUCTION

T I V I T s.

yyy M A R K I N G A N D C L A S S I F Y I N G O R A L R E A D I N G M I S C U E S

The purpose of this activity is to practice marking and classifying oral reading miscues during an IRI.

Directions: Examine each of the oral reading responses given by a child on an IRI, mark the miscue in the first column, and classify the miscue (substitution, omission, etc.). Some of the items in this activity may have more than one classification.

Text Word

mother mom

who did got

people from so all other

me to go home

Student's Response

mom who got

'people all other 2people from all over

Classification

substitution

omission

called me

right now

didn't like it

and a little

her own room

in a room with Mike

tried to play

me go to home

call me

right nee

didn't it like

and a tiny

mer and own room 2her own her own room

self-correction

in room with Mike 2in a room with Mike

this is a game

is a bad place

with your toys

Freddy's mother

If only I

old clothes

had to sleep

Darin said

treed to play

this is all game

is a big bad place

your own toys

Freddy mom

If I

old cloths

have to slip

Says Darin The year ahead

should always be This yarn is hard

designed a temple

trade was reopened

wear a helmet

with the people

the land of Punt

false beard

'should always be 2shouId always be

signed a temple

trade was opened

wore a hulmet

with these people

the country of Punt

fearse board

Note: In the "Student's Response," the superscripts » and 2 indicate the first and second response by the child.


QUALITATIVE ANALYSDS OF ORAL READING IWBSCUES

One ofthe strengths ofthe IRI is the information gained from an analysis of oral reading miscues and comprehension errors. To conduct a qualitative analysis, also referred to as miscue analysis, you will examine oral reading errors, determine which ones interfere most with comprehension, and look for patterns of behavior that may provide insight into the strategies the student is using. Examining a student's responses to comprehension questions may also provide clues to the student's reading strategies. For instance, you may observe that the student uses background knowledge and context clues to gain meaning but has poor word recognition strategies.

To accomplish the analysis, you should summarize the student's oral reading errors to find patterns. An Oral Reading Behavior Analysis Form and Summary Sheet are provided for this purpose.

Oral Reading Behaviior

To analyze errors, or miscues, complete one behavior analysis form for each passage the student read orally and use this form to analyze substitutions and mispronunciations. Each form has spaces for the student's name, the date of testing, and the passage grade level. Next, the form has a chart with the following headings: Text Word, Student's Response, Semantic Appropriateness, Syntactic Appropriateness, Graphic Similarity, and Comments.

Student

O R A L R E A D I N G B E H A V I O R A N A L Y S I S F O R M

Date of Testing -

Passage Grade Level

Text Student's Semantic Syntactic Graphic Word Response Appropriateness Appropriateness Similarity

Comments

In the column labeled "Text Word," write the word from the text on which the substitution or mispronunciation occurred. In the "Student's Response" column, write what the child said. Look at the example below:

O R A L R E A D I N G BI

Student

Passage Grade Level

Text Student's Response

Semantic

L H A V I O R A N A L Y S I S F O R M

_ Date of Testing

Syntactic Graphic eness Appropriateness Similarity

Comments

little tiny meals meal


This indicates that the child substituted the word tiny for little and said meal for meals.

Now analyze each miscue for its semantic, or meaning, appropriateness (column 3); syntactic, or grammatical, appropriateness (column 4); and graphic similarity of beginning, middle, and ending letters (column 5). Semantic and syntactic appropriateness are judged in the context of the sentence in which the miscue occurred. Look at each substitution/mispronunciation in a sentence and ask, "Does this substitution make sense in the actual text?" and "Is this miscue grammatically correct? That is, is it the same part of speech as the text word?"

»RAL R E A D I N G B E H A V I O R A N A L Y S I S F O R M

Student

Passage Grade Level

- . Text Student's Word Response

little tiny meals meal

Semantic Appropriateness

yes yes

Syntactic Appropriateness

yes no

Graphic Similarity

no yes

Comments

omitted ending

Comments (column 6) would include your observations such as finger pointing head moving, squinting, and other behaviors that might indicate frustration or more specific information on the graphic, syntactic, or semantic error.

Below the area for analyzing oral reading miscues, the form lists five additional factors of reading behavior for you to determine:

Word accuracy rate (number words correct/total words in passage) =

Self-correction (SC) rate (number self-corrections/total errors) =

Words aided or prompted (words given by examiner):

Comprehension accuracy rate (number correct/total questions) =

Solving strategies used (See Questions to Determine Solving Strategies):

The first factor is word accuracy rate. This term is synonymous with word-

recognition percent correct used in the quantitative analysis of reading level and

is computed in the same way.

The second factor, the self-correction rate, is the percent of self-corrections in the total error count. The total error count includes self-corrections- therefore all initial errors are counted in the total errors. If the child made 15 initial errors and self-corrected five of those, the rate is 5 of 15. Dividing 5 by 15 gives a self-correction rate of 33%.

The third factor on the form is words aided or prompted. Simply write the text words that were given to the child during the administration ofthe IRI.

The fourth factor, comprehension accuracy rate, is the same as comprehension percent correct used in determining reading level.

The fifth aspect, solving strategies used, requires careful thought Once the other parts ofthe Oral Reading Behavior Analysis Form are completed you need to reflect holistically on all of the child's reading behaviors and determine what strategies the child uses in his or her reading. Specific questions to help guide this deliberation follow.


l

tuestions to Determine Solving Strategies

Behavior (Word Recognition)

1. The child makes excessive substitutions.

a. Does the substitution make sense in the story/sentence?

• Is the substitution a synonym for the text word?

° Is the substitution in keeping with the context?

b. Is the substitution grammatically and/ or syntactically correct?

° Is the substitution the same part of -, speech (noun for noun, etc.)?

8 Does the substitution agree with the text word in number and tense?

c. Is the substitution graphically or phonemically similar to the text word? 0 Does the substitution/mispronunciation

contain the same first letter as the text word? First and last letters?

° Does the substitution/mispronunciation contain the same vowel sound as the text word?

0 Does the child break up unknown words into sound units?

2. The child makes many repetitions. Does the child reread the text when an error causes a meaning discrepancy?

0 Are repetitions used to self-correct? 0 Are repetitions used to aid in word

recognition?

3. The child makes many additions and omissions in oral reading.

Is comprehension intact with the additions and omissions?

The child misreads the simplest words.

Does the reader mispronounce, or refuse to pronounce, frequently used words?

The child frustrates at a pre-primer level.

a. Does the reader know any words on the basic sight word list?

b. Does the child confuse letters or fail to identify letters of the alphabet?

Solving Strategies/Needs

Reader uses context/ linguistic clues.

Reader uses linguistic clues.

Reader uses visual and phonic clues.

Reader uses context and/or language clues.

Reader uses context but may have too large an eye-voice span.

Reader has a poor sight vocabulary.

Reader has poor sight vocabulary.

Reader may lack visual discrimination skills.

7 4 LINKING READING ASSESSMENT TO INSTRUCTION

Behavior (Comprehension)

6. Does the child read word by word rather than in phrases?

7. Is the child's silent reading comprehension higher than oral reading comprehension?

8. Are comprehension errors mainly at the inferential or evaluation levels?

9. Does the child have difficulty with word meanings? Did lack of vocabulary knowledge cause a comprehension question to be missed?

Did the child answer a question correctly in spite of key mispronunciations? Did the child answer a question correctly with information outside the passage?

10

Solving Strategies/Needs Reader focuses on visual and phonic clues.

Reader focuses on correct pronunciation instead of gaining meaning.

Reader reads for details.

Reader lacks appropriate vocabulary/oral language skills.

Reader has good background, or schema.

Summary Sheet

After completing an Oral Reading Behavior Analysis Form for each passage read and answering some of the questions to determine the student's s ^ s S l ^ and needs you then complete the Summaiy Sheet. The Summaiy Sheet a lows far compilation of all IRI data in one location and also include! a sec i o n T r instructional recommendations. section tor

For future reference, you should gather the test forms on which the oral reading errors and comprehension responses are recorded, along w th the Ora

placed m a ch Id s individual folder. Observation data, samples ofthe student's

Tnm:M£TT^°Tti°n 'Tt6StS ° r d i a g n ° S t i C l e S S ° n S ^ould belep S a S t ^ S e T ^ P l a n m n g ' P a r e n t - t e a c h e r conferences, - d

IRI (MARY)

The following pages contain examples of marked IRI passages for Marv completed Oral Reading Behavior Analysis Forms for each passage a we^as a completed Summary Sheet. Mary's quantitative errors were a n Z ' e S the S e s A n m t e r p r e t a t i ° n ° f M - y ' s reading behavior follows8 he

The Betts Criteria ^- ™^g chart present^ s...

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