The Qualitative Reading Inventory: 6th Edition

In a math classroom, the teacher cannot neglect the need for providing a print rich environment. “Word walls are a technique that many classroom teachers use to help students become fluent with the language of mathematics. It is vital that vocabulary be taught as part of a lesson and not be taught as a separate activity” (Draper, 2012). Draper acknowledges the fact that words in mathematics may be confusing for students to study as “words and phrases that mean one thing in the world of mathematics mean another in every day context. For example, the word “similar” means “alike” in everyday usage, whereas in mathematics similar has to have proportionality” (Draper, 2012). Fites (2002) argues that the way a math problem is written drastically will effect a student’s performance, not just in reading the problem, but in solving the math equation as well. There is where the misinterpreting of different word meanings in math comes into play. Fites continues with the importance of understanding vocabulary not just in reading but for math as well with the correlation between improved vocabularies in math yields improvement on verbal problem solving

This has deepened my understanding of the big 5 concepts of literacy (phonemic awareness, phonics, vocabulary, fluency, and comprehension) through understanding what criteria can be used to determinate what is effective developmental for a reader and what needs improvement. The Informal Reading Inventory is one example of this because it allows me to assess word recognition, oral and silent reading, comprehension, and literacy capacity. All of which is valuable information which I can then use as a reading teacher to determine further instructional moves. While I have yet to have a place to fully put these assessment techniques into my full practice as a first year teacher. Learning about how to properly assess these components has better equipped me to think about my students' literacy abilities and further strategize my instructional planning to meet the diversity of their literacy

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.

According to Meikamp and Suppa (2007,) “Although the IRI may be regarded as a harmless tool because it is not a standardized test, any instrument has the potential for harm if its results are misleading or utilized inappropriately. Recently, developers of some IRIs have begun addressing the technical adequacy of their instruments,” (Meikamp & Suppa, 2007). Even though this test has areas that are questionable, it definitely provides a structure that some teachers could benefit from using in their classrooms. It is important that prior to using this assessment, that a teacher does in depth research on the assessment to gauge whether or not the assessment would work well for their students. It is important that when a teacher decides to use an assessment such as the Informal Reading Inventory, that they use this research to ensure that it is going to measure the skills of each student, so that they can effectively plan academic interventions for their students.

Furthermore, Shelton, Altwerger, and Jardon (2009) analyzed the relationship between DIBELS (DORF) and authentic reading and found that students employ different reading approaches when reading for a DIBELS test and when reading for authentic literature. That is, when students read a passage in a DIBELS test, they do so in a quick manner to achieve a high rate, but when reading authentic

IPTS 7J relates to performance activity forty-seven by how the competent teacher uses assessment results to determine a student’s performance levels of all four sections of the Basic Reading Inventory: graded word lists, oral reading, silent reading, and listening reading. During this site visit, I gave another form of the silent reading portion to determine if the student is at the instructional/frustration level on grades fifth through eighth. The student remains to be at the instructional/frustration levels for grades fifth, seventh, and eighth grades. I learned to consider other aspects of assessments besides results to understand and evaluate what a student knows

S.P.I.R.E. (Specialized Program Individualizing Reading Excellence) is a comprehensive reading intervention program developed by Sheila Clark-Edmands, M.S.Ed., published by EPS Literacy and Intervention and is currently in its third edition (Clark-Edmands, 2012). While S.P.I.R.E. is most appropriate for Tier 2 and Tier 3 students with learning differences and struggling learners, the program has been used in a variety of settings, including classroom, small group and one-on-one. Based on the Orton-Gillingham approach, S.P.I.R.E. incorporates the most recent research regarding best practices in reading and language arts instruction as well as the professional standards published by professional organizations such as the International Reading Association and the International Dyslexia Association (Balajthy, 2014). The program is designed to build

Chapter two summary talks about the purpose of reading assessment which there three; identifying the students reading behaviors, determining reading level, and assess students’ progress. When you’re a good reader you don’t realize the different ways you read different genre or material like a story versus informational text and how both are different methods of comprehension, questioning, and vocabulary. Another part of reading good readers don’t know about is that we exhibit a variety of behaviors like building their lexicon, making inferences and determining which information is important. The purpose of reading assessment is to assess the reader’s level. The common assessment is testing the student’s ability to read and comprehend text at different grade levels. Another way of knowing the student has a reading problem is when they are able to read their own grade level text but instead a lower level text, Besides that they are put into three levels of reading; instructional level, independent level, and frustration level. When determining the students reading level so many factors comes into play and as teachers we need to know.

Nadia was given the Elementary Reading Attitude Survey and for the first half of she was mostly marking really happy. At the end of the survey, she received a 37 for recreational reading and a 29 for academic reading. Nadia loves to read independently and I noticed she doesn’t like reading or answering questions in front of the class. A possible reason could be she is a new student or she lacks confidence in herself.

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

A doctor once said ‘the more that you read, the more things you will know. The more you learn, the more places you’ll go’. That doctor was, of course, Dr Suess in his book 1978 book, I Can Read with My Eyes Shut!. Reading is the orchestration of many skills. It is much more than simply decoding words. The National Reading Panel Report (A Closer Look, 2004, p. 1) summarised a child’s reading process and teachers’ effective reading instruction into five essential components. These five critical elements are phonological awareness, phonics, fluency, vocabulary and comprehension. Each element is individually important; however, each cannot occur independently of one an other. The most effective way to teach these elements is through a balanced

On completing the EDRD 600 course, the following are the critical elements that I will apply from the National Reading Panel’s Five Domains of reading and from Dr. Flynn’s 1st Edition of “I teach reading. Why do I need to know linguistics?”. They are phonemic awareness, phonics, fluency, vocabulary and comprehension with an added element, writing. This course also covers the topic of Linguistics. Linguistics is defined as the study of human language and its structure, including phonology, orthography, morphology/semantics, and syntax. Each of these areas of linguistics will be discussed as well. Finally, researched-based strategies that could be integrated in the classroom will also be shared.

The second research question the independent evaluator chose to ask was how does the program affect the reading coaches? This question was extremely general and could be answered in a number of different ways; Margo chose a questionnaire that was answered by Team Read coaches to determine whether or not they were impacted by the Team Read Program. The results were generally positive as Trish McKay had felt the same way about the results, as they were looked upon in a positive light. The questionnaire was administered towards the late stages of the school year as students were beginning to wind down all programs and head into summer. This questionnaire differed in response from one area to the next on certain questionnaire questions which directly gives the Team Read program information and data that can be interpreted to change policy

In my opinion, the reason for this assignment is for the teacher to see where we are in our reading, and writing. Reading to me must happen when I am interested in something for example, a movie because I enjoy reading about the plots but everyone is different. Another example is a graphic novel, because you can understand the concept or plot a lot easier than you would do in a regular novel. In regular books, you have so many things going on and you aren’t able to understand what is happening then you end up getting the wrong idea. Writing is just about the same for example, I can’t write about something that I know nothing about or interested in. Therefore, I am writing this paper to show you my weaknesses and not my strengths because I

Reading is believed to be an easy task, something we all learning and develop through the years as we grow, however, is it really that simple? To reading and understanding are both essential when a student begins to read. It is a complex action that requires a multitude of different actions/components, all working at the same time, to become a successful reader. The components that are pertinent to reading are: comprehension, oral language, phonological awareness, phonics, fluency and vocabulary. Without these components, reading may very well be irrelevant because it does not make sense to read and not understand what is being transmitted/relayed. According to the National Reading Panel (NRP), “a combination of techniques is effective for