Analytical Reading
Grades 4-8
• The ARI is an informal, individualized
reading inventory.
• This inventory will allow you to
analyze decoding, fluency, and
• All students grades 4-8 who scored
325 or below on ELA CST.
• Grade 2-8 SDC (mild-moderate) and
RSP students
• Students will be tested twice a year.
– Beginning of the year
(the sooner the better,
particularly so you have data on your students and can
use it for small group instruction)
– End of 2nd trimester
Step 1- Word List
• Begin with the word list 2 grade levels
below the student’s current grade.
• Continue administering word lists until
student misses 5 words or does not
attempt 5 words.
• Student is given the reading passage
in which 1-4 words are missed.
Step 2- Reading Passage
• Give student the passage that corresponds
with the word list results.
• Read aloud the directions from the top of
the teacher recording sheet.
• Start timer as student begins to read.
• As student reads, record miscues.
• Stop timer when student finishes passage
and record seconds.
• Circle fluency rating on teacher
recording sheet.
Step 3- Retell & Summary
• Read aloud the retelling directions
from the teacher recording sheet.
• Mark response accordingly.
• Repeat for summary.
Step 4- Comprehension Questions
• Ask student the comprehension
• Record total number of errors.
+ correct
½ partial answer
- incorrect or no response
Step 5- Determining
Instructional Level
• Use the upper right hand corner of
the teacher recording sheet to
determine the student’s instructional
Example #1
Example #2
Example #3
WR = 99%
Comp =90%
WR = 95%
Comp = 75%
WR = 90%
Comp = 50%
The Gray Zone
• Questions emerge about the
accurate determination of a reading
level because sometimes a reader’s
miscues count is out of sync with
numbers indicated on the Scoring
Guide Summary. (upper right hand
corner of teacher recording sheet)
“The Gray Zone” Example:
Scoring Guide Summary
Word Recognition
Independent 1-2
Instructional 7-8
Frustration 15+
Student score = -13
Independent 0-1
Instructional 2
Frustration 4+
Student score = -3 1/2
• To make an accurate
determination at any
reading level, both
quantitative and
qualitative factors
must be considered.
• Comprehension score
should guide final
reading level.
Review Oral Reading Miscues Chart
• Omission
• Insertion
• Substitution
• Aided word (teacher told)
• Repetition
• Reversal
The following miscues are coded but not added
into the final miscue count.
– Self-corrections
– Hesitations
– Ignores punctuation

Analytical Reading Inventory