![]() ![]() Steps in the IRI Present student with passage from a different form at the same grade level Read intro statement Ask student to read silently and look up when finished Remove passage and ask comprehension questions, record incorrect responses Steps in the IRI Ask the student to read the passage orally Mark all miscues on the teacher’s copy Remove the passage and ask the comprehension questions Record incorrect responses for later miscue analysis (marking system p. 37) Tell the student what will be expected during the assessment process Present the copy of the first passage to the student and read intro statement (student pages have symbols for levels-see p. Steps in the IRI Give San Diego Quick or graded word lists (GWL) Locate a passage at the student’s placement level (p. 9 LEVEL WORD REC COMP Independent 99% or more 90% or more Instructional 95% or more 60% or more Frustration 90% or less 50% or more Listening Comprehension 70-75% or more ![]() ![]() Listening comprehension: Allows a more definitive conclusion about “capacity” or “potential” level Level at which student probably would be able to read if no limiting factors were present Comparing student’s capacity level with his or her instructional level can indicate potential for improvement Informal Reading Inventory At first, passages from actual materials read in class were used, but the passage levels were uncertainĪllows for: Comparison of silent and oral reading Assessment of fluency and word recognition proficiency at various levels of difficulty to determine the level of materials that a student should read under various conditions Listening comprehension Overall, I have found this book to be a great assessment tool.Informal Reading Inventory Using the Ekwall/Shanker Reading Inventory 4th Editionĭiscover levels of reading material pupils can read: Without assistance (independent) With assistance (instructional) Levels they should not be asked to read (frustration) Įmphasis on: NOT upon comparing performance of someone who is taking an IRI with others who have taken it Įmphasis on: BUT on learning about the skills, abilities, and needs of the individual in order to plan a program of reading instruction that will allow for maximum rate of progress Įmphasis on: NO time limits NOT compared against standardized or normed scores BUT against pre-established standards which must be met if a reader is to become a successful, accomplished reader No matter how old the reader, must be fluent and comprehend at existing instructional level in order to continue progressing #Reading inventory how to#I have not yet viewed the enclosed video, but the book claims that it is helpful to those learning how to use the assessment. It makes for convenient copying the student and teacher pages. Of great use is the included CD (DVD for QRI-5). The directions for administration are clear, and implications for results are given. Also, the testing situation can be altered to fit each student - oral reading, silent reading, listening, or a combination of the above.Īlso included are handy assessment record sheets. I have found that QRI gives pretty accurate results. The assessment includes graded word lists, leveled reading passages in both narrative and expository texts, and comprehension questions, explicit and implicit. It is also possible to "streamline" the process by omitting certain sections of the assessment to best fit your student's needs. It is not a short, quick assessment (like a reading fluency), but the information gotten from the results are well worth the time invested. It is a helpful tool for determining a student's reading level and comprehension level. I have used both the QRI-4 and the QRI-5 as an assessment tool for elementary school children. ![]()
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