Informal Reading Inventory: Assessing K-6 Literacy Skills

1 Informal Reading Inventory Kaitlyn Lehman Instruction and Assessment, Walden University COURSE 3054: Literacy K-6: Instruction and Assessment Dr. Alice Jackson March 17, 2024

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3 Instruction and Assessment Now based on the IRI criteria performance, A child's reading level is judged by the percentage of questions that are answered correctly and the percentage of words they were able to read accurately out loud. These two percentages give the reading level for a running record assessment. I would first make sure that I know how to record the data in the IRI manual. I would then gather data from the classroom performances and results of the previous IRI data. Before I start doing the assessment I will explain to the student what we are going to do and how it works. This will make the student feel more comfortable and then they won’t be worried about why they are doing it or what they have to do. So on Friday March 15, 2024 I did an assessment with a student and I told her she needed to read the passage and then sound out and say the letter. While she read the passage I analyzed her fluency in reading within the time set and the errors she made. I gave her all credit and partial credit for making errors and her correcting them, and I even marked errors that she couldn’t correct. The passage was a grade level one and she had a little bit of a struggle reading it. What is a running record? A running record is an effective way for teachers to assess their students. It helps teachers see where they stand and give a better understanding of the child’s reading level. The running record helps teachers see what strategies students used while reading and decoding words. I know when I did the assessment on Friday March 15, 2024 the student sounded out the words she didn’t know. It helped her but some words she couldn’t catch onto. While watching the video I saw that the girl’s reading level is calculated by coding the miscues the child makes whether the child’s reading accuracy is an independent, instructional, or frustration level. The girl is in the middle, I would say she is proficient but she is in between.

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4 Why? Because she lacks some strategies and comprehension. She listens wonderfully and comprehends most things but not everything but she also tends to get distracted. I think the girl in the video was sitting in a place where she got distracted very easily. I would have made her sit in a different room or in the back corner of the room so that she wouldn’t have distractions and so that MAddie could concentrate better. I would have explained what an IRI is and what we are doing so that she would be comfortable with the assessment. The girl in the video read the story fluently and accurately. I will say that she is a proficient reader and is able to interpret texts and apply her sounds and texts to draw conclusions. Shen even self corrected some things a couple of times by repeating the words to herself and figured it out right. She spelled words clearly and blended words more sensibly.. She is a visual student because she tries to visualize the story and is read by the teacher and answers the questions. Maddie had 4 errors and scored a 50% in the comprehension. She needs some extra help in listening comprehension. Maddie is not a silent reader and had a hard time concentrating and analyzing. It is clear that multiple assessments are done to get more accurate compression abilities. The knowledge of word meanings play an important role in reading comprehension. One strategy is engaging students in conversations with friends. Now teaching the vocabulary words before reading, so they can understand the meaning of the text and comprehend better. In the video Maddie wasn’t aware of the word meanings in the reading comprehension. Now before reading, one comprehension strategy is to motivate the students through all activities, for example having book talks, display pictures related to the text. Activate the

5 students' background knowledge and connect the topic into it and discuss words, phrases in the text. During the reading, remind the students to use their comprehension strategies and understand what they are reading. Also visualize characters, events in the text. After reading the story, guide and ask the students to recall and tell in their own words to summarize the story Activities like journals, music, debate, and the videos. There is one narrative strategy included and that is retelling the stories. There is a strategy called Expoist. With that strategy you introduce the K_W_L chart for the students. This will help improve their comprehension of the expository texts through charts, and students learn to activate their reading process. I would recommend Maddie to keep reading her books and vocabulary words so that way it will improve her reading skills. Also engage her in listening to stories during read-aloud in the classroom and participate in the classroom discussion. My host teacher does a read-aloud in the class and asks the students questions and they do a really good job with answering them. It is a good idea because it gets them more involved than just listening to the story. Maddie could make a habit of reading books or even join a reading club to improve her reading comprehension. Also she could even listen to stories online and improve her listening skills.

6 References: Stahl, K. A. D., Flanigan, K. & McKenna, M. C. (2020). Assessment for reading instruction (4th ed.). New York, NY: The Guilford Press. Acpluskc (Director). (2015, September 13). Carpenter iri assessment video [Video file]. Retrieved March 14, 2021, from https://www.youtube.com/watch?v=HQkXWc4oydk Texas Education Agency. (2009, January 2). Strategies that Promote Comprehension. Reading Rockets. https://www.readingrockets.org/article/strategies-promote-comprehension

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