Informal Reading Assessment

By creating a student case report, a teacher of reading can develop a holistic understanding of a child's reading development. The benefits of keeping a case report include having diagnostic, formative, and summative data on a student's reading progress combined with anecdotal and teacher observational data which provides contextual information on the student. Therefore, allowing the educator to make more informed instructional decisions regarding a reader as well as provide the most accurate and detailed information to parents and other stakeholders (such as special education professionals or educational psychologists) as needed. With a case report, such as an Informal Reading Inventory, the educator can build on a wealth of knowledge about the readers' holistic literacy (phonemic awareness, phonics, fluency, comprehension, vocabulary) in order to determine what the next steps will be for the reader.

The reading assessment assignment was conducted at P.S.112. The classroom where the assessment took place was a 2nd grade Integrated Co- teaching (ICT) class. The assessment was conducted with a 7-year-old girl named Giovanna. Giovanna was diagnosed with a speech and language impairment. She receives services twice a week to meet with a speech- language pathologist. Giovanna’s teachers have informed me that her reading level is below grade level. Giovanna is at grade level for mathematics. Giovanna is very quiet in school and does not talk much to others. When Giovanna is chosen on to read, she stares at the teacher until the teachers chooses another student.

The strategy I have selected is Model-Lead-Test. This strategy allows students to frequently practice new skills correctly while having direct teacher supervision. The rehearsal of incorrect responses is reduced as a consequence of the continuous practice. Some strengths of the Model-Lead-Test are that it is explicit, systematic, and allows for repetition. Those strengths are great for students who are at-risk for reading difficulties. This should prove appropriate for Luke, because of his need for explicit and systematic instruction, and direct teacher supervision.

Ayden was given the Basic Reading Inventory Performance assessment during session two. The assessment tests sight word recognition, oral reading, and comprehension. Ayden was only able to get through the first two, sight words and oral reading, before becoming extremely frustrated. He recognized 3 out of the 20 pre-primer sight words and was able to get through about half of the pre-primer passage before he became too frustrated to continue. Pre-primer is late Kindergarten, early first grade reading level.

Accountability, reliability, and validity these are words that are very familiar to every educator when it comes to finding assessments the meets these criteria. Nowadays, assessments must also have the cultural bias aspect, due to the demographics of most schools in the United States.

The student I worked with is in 5th grade. We did a DRA on a story called “Cry Foul”. This is a great assessment to assess a student’s reading ability in order to enhance his or her literacy achievement. I learned many things about my student that he likes to read adventurous books and books regarding sports. He wants to become a better reader by enhancing his understanding and vocabulary of the text. It’s also a bit difficult for him since English is his second language and a year ago he was taking ESL classes. It’s amazing that he has great goal settings that determines that he wants to become a better reader. The things that I observed about the student is that his oral reading is fluent since he had about three miscues in which one was

In ELED 4444 (Diagnosis and Remediation of Reading Difficulties), I was assigned by Dr. Morrison to work with a peer to create a diagnostic report based on a semester long tutoring project at Washington Irving Elementary School. To create the report, my partner and I ran pretests (Informal Reading Inventory-Graded Word List, Oral, Silent, and Listening Comprehension Passages, Basic Sight Words and Phrases, Phonics, and the DIBELS mid-year assessment) to see what we needed to work on with the student and then we created lesson plans that addressed the child’s needs. After tutoring the student for eight weeks, we post tested him to gather data on how much he progressed. We used the post-tests: IRI Oral and Silent Reading Comprehension, Basic Sight words and Phrases, Phonics, and the DIBELS assessment

Performance Activity 47: Giving an informal reading assessment, BRI, impacts student learning by how I will evaluate results to determine how to plan effective instructional plans, if I were a teacher. As part of my BRI project, I have to administer all four sections of the BRI, evaluate the student’s results, and write up activities and instructional plans I would enforce to help the student enhance areas of improvements. For example, I have noticed when the student orally reads, she tends to repeat words while reading; while this does not significantly impact the flow of her reading, it can affect how she comprehensions the text and how many words per minute she can read. When answering comprehension questions the types of questions she misses, the most often, are

Today I began working one on one with “Student M.” Mrs. Gault provided the reading material for me to begin my assessment of “Student M’s” reading abilities. Before starting my assessment, I reviewed a list of words with “Student M.” The list of words were comprised of sight words that students on a second grade reading level should be able to recognize. The first time I went through the list with “Student M” she correctly identified four out of thirty-five words. The second time I reviewed the word list, “Student M” was able to recognize two or three additional words. “Student M” struggled when she read the passage. Her main problem was that she did know many of the words and she had problems when she

Her diligence as a reader has certainly contributed to her ability to read fluently and sound out unfamiliar words (i.e., foreign names) when she approaches them. Her comprehension responses demonstrated that she clearly understood the text. However, drawing conclusions and making inferences is one area where she can still grow. She demonstrated that she comprehend the text literally, but making evaluations and interpretations of the text is still an area where she will need more practice. This is certainly normal for a 9th grade students and is a skill they will continue to refine over their high school English

Teachers routinely monitor and assess the reading levels and progress of individual students. This ongoing evaluation directs and informs instruction.

Tests and Procedures Administered: File review of students records, parent interview, student interview, teacher interview, Learning Media Assessment, and Informal Reading Inventory.

Informal Reading Inventory (IRI) are diagnostic assessment administered individually to evaluate different aspects of students’ reading. After reading the text, students orally are answering the questions following the text. Teachers take into the consideration additional factors,, such as fluency, students’ prior knowledge, and determine students’ reading levels. This information may to choose appropriate reading material for students, to form reading groups, and to plan future reading instruction taking into the considerations students strengths and needs. According to Chall (1983), the greatest value of IRI is to help educators to diagnose the gaps in the abilities of readers who struggle the most. For teachers, who looking for the better way to address students instructional needs of children, who have reading difficulties, IRI is a very valuable diagnostic tool.

Based off of the experiences we have shared together so far, the assessments have revealed some of my tutee’s strengths and challenges from several areas of literacy. Bryan excelled in the certain areas of phonics when it came to the spelling inventory. His strengths were consonants, short vowels, digraphs, and blends. There are also other literacy areas that can be explored in this process and some in which I have already seen; areas include reading, writing, speaking, and listening. A challenge Bryan may face when reading or speaking is the pronunciation of words. Although my CT said Bryan was very fluent in English she also told me his mother speaks no English, she only speaks Spanish. I am curious as to if Bryan is struggling with reading

Reading - Matthew is able to read grade level text independently and with a partner. He is able to answer basic comprehension questions about the text he just read or heard or viewed. He uses the reading strategies taught to him on a regular basis (ie. annotating, underlining key words or unknown words, asking questions about the text, making connections and summarizing.) The result of the recent CASE 21 shows that Matthew performed at 42.5%. The result shows that he had difficulty answering questions related to the use of context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase, citing textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, analyzing how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot and describing