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Walden University *
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Industrial Engineering
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Feb 20, 2024
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INFORMAL PHONICS INVENTORY
INFORMAL PHONICS INVENTORY
Evamarie Borges
Walden University
Lit K-6: Instruct&Assessment-Winter 2023 - EDUC-3054-6/EDUC-6054-6
Dr. Christina Marietti
January 28, 2024
It is essential to follow the IRI criteria when assessing a child's reading level. The percentage of questions answered correctly, and the percentage of words read accurately aloud 1
INFORMAL PHONICS INVENTORY
are used to determine the reading level for a running-record assessment. Before starting the assessment, explaining to the students how the IRI works and making them feel comfortable is essential. During the assessment, the teacher should mark any errors made by the student and determine whether to give full credit, partial credit, or mark errors. After comparing the results, the teacher can select the reading level for a running record. Running records are an excellent way for teachers to assess their students and better understand their reading level, as it helps them see students' strategies while reading and decoding words. The focus student's reading level
is calculated by coding the miscues the child makes and whether the child's reading accuracy is an independent, instructional, or frustration level. During the assessment, it is essential to minimize distractions as they can negatively impact the student's performance. If a student is easily distracted, they could sit in a different room away from distractions to concentrate better.
Recently, my school has adopted a new reading program called HMH Into Reading (Grades K–6) which is aimed at helping students develop their reading skills and become fluent readers. The program covers all areas of early literacy and uses an evidence-based scope and sequence to ensure that students are on the same reading level. This can benefit teachers as they
plan their lessons and assess student progress. Although the teacher is following a specific curriculum, she has not yet done any assessment to base the students' reading level on it. However, she has two Paraprofessionals (PCA- Personal Care. Assistants) who work closely with students struggling a little in the class.
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INFORMAL PHONICS INVENTORY
Based on my assessment, the focus student is on the (instructional level) finding it difficult to
comprehend texts with more than 3-4 words errors in 10 complex words. However, with extensive support and instruction during one-on-one sessions, they can still benefit from these texts. It is essential to consider many factors that could affect their performance, such as how their day has been so far. Despite their instructional level, the student can achieve better results at
times, which is encouraging.
I found a more accessible IRA assessment online since the one in our book was too difficult. I wanted to assess the student thoroughly, but I also wanted to consider his age level and the specific students at his school. To avoid disrupting his workday, I waited until the end of the day to administer the assessment. We went to a quiet hallway, and I gave him copies to read along. I encouraged him to mark any words he knew and told him he was helping me with a project for my school. As he read, I took notes on anything he missed. He occasionally giggled when unsure, but I allowed him to correct himself without pressure. I reassured him that this was not a graded assignment and that he did a wonderful job.
Based on the information provided, the focus student demonstrated a high level of proficiency when reading the story. They could read fluently and accurately, indicating a solid grasp of the mechanics of reading. Also, the students self-corrected some of their errors, indicating a metacognitive awareness often associated with more advanced readers. It is also worth noting that the student demonstrated an ability to interpret the text and apply their understanding to conclude. This critical skill is often associated with more advanced readers
who can engage with texts on a deeper level. 3
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INFORMAL PHONICS INVENTORY
Regarding spelling and blending, the focus student appeared to perform exceptionally well. They spelled words clearly and could blend words more sensibly, indicating a solid grasp of phonics and phonemic awareness.
It is interesting to note that the focus student is a visual learner who likes to visualize the story as
it is being read. This suggests they may benefit from visual aids and other support tailored to their learning style. However, it is also worth noting that the student struggled somewhat with comprehension, scoring 90% and making four errors. It is recommended that the student receive additional support in the area of listening comprehension in order to develop their skills further in this area.
Comprehension strategies are an essential component of influential reading, and they can be categorized as "before," "during," and "after" reading strategies. The "before" strategies are designed to activate students' prior knowledge and set a purpose for reading. They can include various activities, such as brainstorming, making predictions, previewing the text, and discussing
the topic. The "during" strategies help students connect ideas, monitor their understanding, generate
questions, and stay focused. These strategies include notetaking, highlighting, visualizing, asking
questions, making connections, and summarizing.
The "after" strategies allow students to summarize, question, reflect, discuss, and respond
to the text. These strategies include summarizing the main idea, identifying key details, asking and answering questions, connecting to real-world situations, and evaluating the text's 4
INFORMAL PHONICS INVENTORY
effectiveness. Story maps and storytelling are two strategies that can help children understand the
text better.
Story maps are visual representations that help students organize and analyze the critical elements of a story, including the characters, plot, setting, and theme. On the other hand, storytelling is a powerful tool that helps students develop their oral language skills, build their vocabulary, and deepen their understanding of the text. Students can improve their comprehension and gain a deeper understanding of the text by using these strategies before, during, and after reading.
Resources:
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INFORMAL PHONICS INVENTORY
o
http://www.newtunings.com/57/web/TopLevel/Grade%20Levels/
ADDITIONAL_ASSESSMENTS/Reading/Burns.and.Roe/
Burns.and.Roe.Independent.Reading.Inventory.pdf
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Stahl, K. A. D., Flanigan, K. & McKenna, M. C. (2020). Assessment for reading instruction
(4th ed.). New York, NY: The Guilford Press.
o
Chapter 3, "Informal Reading Inventories and Other Measures of Oral Reading" (pp. 42–74)
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