The Comprehensive Reading Inventory
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Transcript of The Comprehensive Reading Inventory
THE COMPREHENSIVE READING INVENTORYBy Chanda Addington
Robert B. Cooter Jr., E. Sutton Flynt, and Kathleen Spencer Cooter
Published by Pearson Education, Inc. in 2007
It is used for measuring reading development in regular and special education classrooms.
Can be used for students in kindergarten through the twelfth grade.
Areas of Assessment Five essential elements of reading:
1. Phonemic awareness2. Phonics3. Reading comprehension4. Reading fluency5. Vocabulary development
Emily 1st grade student Moved into the community between
Thanksgiving and the first of the year Lives with mother, father, and sister
Interest Inventory She had a hard
time answering the questions
Sometimes the answer corresponded to the question but sometimes it did not
Question #5: “Do you ever read at home?” Emily replied,
“No, I don’t know how to read.”
Question #15: “What makes a person a good reader?” Emily responded,
“They read us books.”
Reading Attitude Survey Happy To find a book-She
anticipated her library time
Reading a new book-She was so excited, she wanted to read it every chance she had and to anybody who would listen.
Sad Reading books or
magazines at home-She said she doesn’t have magazines at home.
Complete workbook pages at school-She was unable to keep up with the class, she would refer to her neighbors
Initial Consonant Sounds Test (ICST): An Oddity Task
• This assessment measures if a child has developed awareness in beginning sounds of spoken words•She scored a five out of a possible ten•Developing level
Soap Six Dog Car Man Mop Duck Dog Five Pig Pack Fan Fish Fan Leaf Nest Nut Wheel Cat CakeNine Sun Tree Tie Clock Bee Bat SockFeet Fish
Phonemic Segmentation Test (PST)
The purpose of this test is to determine the child’s ability to isolate individual sounds in spoken words.
Rubber Band Technique Scored 3/15 Emergent level
Initial Sounds
live /l/ /p/ first response /v/ second
Middle Sounds
did /i/ /n/
Ending Sound
call /l/ /k/
Blending Sounds Test (BST)
This assessment indicates a slightly higher phonemic awareness than for example, rhyming sounds.
She scored 30/30 Proficient levelSegmented Words Blended Word Correct Response?
Y/NM—ain Main YR—ate Rate Y
Letter Naming Test (LNT) Assesses the child for identification of
upper and lower case letters. Scored a 23/26
Developing level A b C d E f g
SENTENCES FOR INITIAL PASSAGE SELECTION
Ceiling for this assessment is two errors. She read four out of twelve words
correctly.
FORM A: LEVEL 11. He wanted to fly.
2. The family got together.3. The boy was jumping.
Pre-Primer Wordless Story
She described or labeled three of the four pictures.
Stage one: “Early Connections to Reading.”
She displayed a limited sense of story.
Phonics Quick Test (PQT) She could not match letter-sound
correspondences.
The Word Responsemip mrumpcaw crownpight treat
RESULTS In analyzing the results I would place her
in the beginning emergent stage. Phonemic Awareness Tests:
ICST Developing level PST Emergent level BST Proficient level LNT Developing level PQT Emergent level
Recommended Instruction
According to Multiple Paths to Literacy by J. Gipe, she is in the pre-phonemic stage (186). She “needs to learn to represent sounds.”
encourage invented spellings dialog journaling Language Experience Approach (LEA) rhyming books or/and predictable books A quote from Multiple Paths to Literacy states,
“Children who have had few experiences with language will need explicit instruction in all aspects of literacy development (145).”
Recommended Instruction
In Words Their Way by D. Bear, M. Invernizzi, S. Templeton and F. Johnston, Mackenzie is considered to be in the middle emergent stage because she does not have phonemic awareness or letter sound correspondence. This book recommends that she sees and
practices writing. sentence strips with familiar jingles or rhymes sorting objects, pictures and words by
beginning sounds
Works Cited Bear, Donald R., Marcia Invernizzi, Shane Templeton, and
Francine Johnston. Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. 4th ed. Upper Saddle River, NJ: Pearson Prentice Hall, 2008. Print.
Gipe, Joan P. Multiple Paths to Literacy Assessment and Differentiated Instruction for Diverse Learners, K-12. 7th ed. New York: Pearson Education, 2010. Print.