BASIC READING INVENTORY

Transcription

1 BASIC READING INVENTORY 8 th Edition Text By Jerry L. Johns STUDY GUIDE By Ann Farris M.S./Larry Wade Ph.D.

2 Section One Overview 1. The Basic Reading Inventory is an administered informal reading test. 2. Independent reading level is the level at which the student reads with excellent comprehension. 3. Instructional reading level is the level at which the student can make maximum progress with teacher. 4. Frustration level is the level at which the student is unable to many of the words and/or is unable to the material satisfactorily. 5. Strategies for word identification include: vocabulary, analysis, context cues, and structural analysis to words. 6. Define fluency: 7. The listening level is the level of material that the student can comprehend when it is read to him or her. 8. A major function of the Basic Reading Level is to the student s three reading levels: independent, instructional, and frustration. 9. To prepare for assessment, the teacher first needs to be familiar with the procedures for and the Basic Reading Inventory. 10. Discontinue assessment when is evident. 11. Comprehension can often be enhanced by posing questions about the reading you actually begin the reading.

3 Section Two Administration and Scoring Procedures 12. Before giving the Basic Reading Inventory, the teacher needs to have a general idea of the student s reading. 13. Phonics, structural analysis, and sight vocabulary are the three most common areas that can be. 14. Teacher plays an important role in the administration of the entire inventory. 15. It is important for teachers to recognize the limitations of graded word lists and to use this knowledge when scoring and inventory results. 16. Prior to actually administering the graded passages, the teacher must develop some for recording the student s responses. 17. It is generally recommended to begin administering the graded passages at least one level the student s highest independent level on the graded word lists. 18. The teacher s major task is to record the manner in which the student the passage by noting omissions, insertions, substitutions, and other miscues. 19. Four ways to assess comprehension: a. ask questions, b. integrate the concept of with the questions, c. use, d. combine retelling with the questions. 20. The teacher can determine whether the passage is at the student s independent, instructional, or frustration level by considering : a. the with which the student reads, and b. the student s while reading. 21. The goal is always. 22. It is recommended that the teacher begin the silent reading at the passage where the student achieved an independent level during oral reading. 23. Teachers are encouraged to make general about a student s rate.

4 24. In addition to the three reading levels, the teacher may wish to get a rough estimate of the student s level or potential for substantial in reading.

5 Section Three Determining the Student s Three Reading Levels 25. Once the teacher has summarized the results for graded word lists, words in context, and passage comprehension, estimates of the student s independent level, instructional level, and frustration level can be. 26. Remember that the goal of reading is meaning from print. 27. It is important to take the characteristics of the student at each reading level into consideration to aid in proper placement. 28. Responsive instruction, coupled with plenty of reading materials at Aaron s instructional level, will likely result in his sight vocabulary, fluency, and overall confidence in reading.

6 Section Four Instructional Uses of Inventory Results 29. In addition to using the Basic Reading Inventory to estimate a student s three reading levels, the results can also be used to study the student s reading. 30. Use from passages that are at the student s independent, instructional, and instructional/frustration levels. 31. When analyzing word recognition by charting miscues, the teacher must be careful to base conclusions on of miscues, not just a few miscues in any given category. 32. Once the teacher completes the three parts of the Profile Sheet, he or she can develop reading lessons. 33. The Basic Reading Inventory contains five different types of comprehension questions coded as follows: (F), (T), (E), (I), (V). 34. Only comprehension questions at the independent, instructional, and instructional/frustration levels should be analyzed. 35. Spache notes that comprehension is composed of three essential elements: (1) a word factor (2) a relationship-among-ideas factor (3) a factor 36. Strategies for analyzing comprehension: a. analysis of comprehension by type b. analysis by of comprehension 37. Another way to enhance comprehension assessment is to use the concept the teacher determines whether the student s responses to comprehension questions are congruent (correct) or incongruent (unrelated as well as incorrect).

7 38. Tests like the Basic Reading Inventory play a substantial role in providing data for a. placing students in appropriate materials, b. assessing reading, and c. developing reading strategy. 39. The teacher who places students in reading materials at the appropriate instructional levels and provides responsive instruction for specific areas of need will help students acquire greater in reading.

8 Section Five Timesaving Administration Procedures 40. Essentials for assessment: a. This. b. A piece of heavy paper to cover the passage when. c. A booklet in which the teacher will record the student s responses. d. A desk or table and chairs. 41. The purpose of graded word lists is to estimate the starting level at which the student to read the graded passages. 42. If the teacher already has a rough estimate of the student s reading ability based on previous data and classroom observation, there is need to administer the graded word lists. 43. The purpose of graded passages is to estimate the student s,, and levels. 44. Record the student s scores and reading levels from each word list (if given) and the scores and reading levels for word recognition in context and comprehension from each passage on the sheet of the performance booklet. 45. It is important that students above the primary grades engage in silent reading so that their ability may be assessed more. 46. LN denotes longer passages. 47. LE denotes longer passages. 48. Longer passages can help the teacher: a. or verify the student s independent, instructional, and frustration levels. b. assess the student s strengths and weaknesses in word and. c. compare the student s reading of passages with passages. d. compare the students to read narrative and expository passages.

9 Section Six Helping Students Monitor Their Reading 49. may help the student understand what he or she has read. 50. Repetitions that are may provide additional time to unlock an unknown word. 51. The reluctance of some students to attempt unknown words may be due to several factors: a. Students may not have been taught a functional strategy for word. b. The teacher may often students unknown words, thereby reducing their need to acquire or use an internal strategy for word identification. c. Students who are poor readers may be reluctant to take. 52. The student must be helped to realize that reading is a meaningful and words pronounced should make. 53. Reading should sound like oral. 54. The goal should be to have the reader aim at producing a word or non-word rather than the word. 55. The most important strategy must be enacted by the teacher: Remain. 56. Remind the student that reading is a process of meaning. 57. Teachers must help students use their of language (syntax) and teach the value of context (semantic). 58. Some students read fluently, but they often a number of words that were not written by the author. These same students may also a number of words. 59. Students at the beginning stages of reading are fluent readers. 60. Fluency will usually improve as sight vocabularies and word-identification strategies.

10 Section Seven History of the Informal Reading Inventory 61. Waldo s study is important because it appears to be one of the earliest attempts to informally assess reading rate and. 62. The purpose of the Oral-Reading Test was to determine reading rate and the ability to pronounce words at. 63. The Silent-Reading Test was then administered to determine and. 64. A study by McLeod identified the most common types of errors made by students in grades one through eight in their oral reading: and. 65. Betts discussed three main areas ( factors, factors, and attitudes) that could offer insights into student behaviors observable during test administration. 66. At the beginning of the 1940s efforts were being made to develop standard. 67. Perhaps the greatest influence on the thinking concerning informal assessment of reading came about as a result of insights from. 68. The issue of the appropriate word-recognition criterion for the instructional level is still subject to. 69. A number of educators use to chronicle the literacy development of students within their classrooms. 70. may impact the form IRIs will take in the years ahead. 71. According to Betts, of students are expected to read books that are too difficult.

11 Section Eight Development of the Basic Reading Inventory 72. To select the words for the Basic Skills Word List, three criteria were used: a. the frequency of words in readers b. the frequency of words in reading materials d. students demonstrated with particular words 72. For instructional purposes, it is desirable to allocate words to grade levels on a basis. 74. One cannot readily determine the most encountered words. 75. The general rule for selecting words for inclusion in the graded word lists for grades one through eight was that the word had to be assigned to the grade on both the Reading Core Vocabulary and the Basic Skills Word List. 76. Words selected at the pre-primer and primer levels had to appear on eight the preprimer or first-grade list of the Reading Core Vocabulary on the firstgrade level of the Basic Skills Word List. 77. A - process was used to develop the graded word lists for grades nine through twelve. 78. The longer forms were developed to (1) provide additional passages for assessment, (2) provide for assessment of the student s ability to read longer and passages, (3) allow post-testing with different passages, and (4) give teachers greater in using the Basic Reading Inventory. 79. The Basic Reading Inventory has existed, in one form or another, for over decades.