Comprehensive
Reading Inventory
All you ever wanted to know…and then
some!
Presented by Jennifer Izzo
Informal Reading
Inventory
 “The purpose of an Informal Reading
Inventory (IRI) is to provide greater
insight into a student's reading level. It
does not provide a specific
diagnoses; rather, it provides the
"normal" classroom teacher
greater understanding of a child's
abilities, which in turn may lead to more
accurate instruction.”
From http://lrs.ed.uiuc.edu/students/srutledg/iri.html
Why Give an IRI?
 To assess instructional, independent and
frustrational reading levels.
 To conduct a miscue analysis of oral reading.
 To assess oral reading comprehension at
grade level.
 To assess silent reading comprehension
 To determine fluency levels.
 To assess listening comprehension skills.
 To assess the ability to retell what
was read.
Main Parts of an IRI
 Word lists/sentences used to guide initial
passage placement.
 Oral reading passage
 Comprehension questions
Some IRI’s Also
Include….
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Listening comprehension
Interest Inventories
Reading Attitude Surveys
Alphabetic Assessments
Retelling checklists
CRI and SBRR
 The National Institute of Child Health and
Human Development (NICHD) convened a
panel of experts to review scientifically based
reading research (SBRR), who published their
findings in April, 2000.
 This panel identified what is now called the
“Big Five,” or the five most essential
components of reading instruction according to
research.
 The CRI is aligned with these
recommendations.
The Big Five
 Phonemic Awareness
 Phonemic Awareness Tests
 Phonics
 Phonics Quick Test
 Miscue Analysis
 Reading Fluency
 CRI forms
 Vocabulary
 High-Frequency Word Knowledge Survey
 Reading Comprehension
 CRI forms
CRI Assessment
Process
 Step 1: Starting Point Assessments
 Interest Inventory (K-8)
 Reading Attitude Survey (K-5)
 Step 2: Reading Assessments
 “Alphabetics” (K-3)—Phonemic Awareness, Alphabet
knowledge, and Phonics
 Vocabulary
 Reading Fluency
 Step 3: Complete Student Summary Form and
Analyze Data
 Step 4: Plan and Deliver Instruction, then reassess to
measure student progress.
Starting Point
Assessments
 Interest Inventory—
 “One of the most important, and often ignored,
aspects of reading assessment is the affective
domain. Affect involves interest, attitude, and
motivational factors related to reading
success….information about reading interests can
help the teacher select reading materials that are
appealing to the student and…chose texts matched
to student's background knowledge and vocabulary;
information derived from questions related to
reading and study habits at home can provide
teachers with insights and appropriate suggestions
for parents at home.”
CRI p. 16
Sample Interest Inventory
 Take a few minutes in
your group to look over
the interest inventory.
Have a recorder for the
group write down
strengths, weaknesses
and insights.
 Watch the following
sample of the
administration of the
Interest Inventory, and
practice recording the
answers.
Starting Point
Assessments
 Interest Inventory
 Reading Attitude Survey
 “This instrument helps teachers discover
students’ fundamental attitudes about
reading at school, home and for pleasure.”
CRI p. 18
Reading Attitude
Survey
 Take a few minutes in your
group to look over the
Reading Attitude Survey.
Have a recorder for the group
write down strengths,
weaknesses and insights.
 Watch the following sample of
the administration of the
Reading Attitude Survey, and
practice recording the
answers.
Alphabetics
 Phonemic Awareness Tests
 Initial Consonant Sounds—assess a
student’s ability to hear, segment, and
produce beginning sounds in spoken words.
 Phonemic Segmentation Test—measures a
student’s ability to hear whole spoken words,
then segment the word into separate
sounds.
 Blending Sounds Test
Phonemic Awareness
Tests
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Take a few minutes in your group
to look over the Phonemic
Awareness Tests. Have a
recorder for the group write down
strengths, weaknesses and
insights.
Watch the following sample of
the administration of the
Phonemic Awareness Tests, and
practice recording the answers.
Alphabetics
 Phonemic Awareness Tests
 Letter Naming Test
 Phonics Quick Test
 Students pronounce non-sense words that
represent the most common and useful
phonic patterns.
Letter Naming Test and
the Phonics Quick Test


Take a few minutes in your group
to look over the Letter Naming
Test and the Phonics Quick Test.
Have a recorder for the group
write down strengths,
weaknesses and insights.
Watch the following sample of
the administration of the Phonics
Quick Test, and practice
recording the answers.
Vocabulary
 High Frequency Word Knowledge Survey
 Based on Fry’s research
High Frequency Word
Knowledge Test
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Take a few minutes in your group
to look over the High Frequency
Word Knowledge Test. Have a
recorder for the group write down
strengths, weaknesses and
insights.
Watch the following sample of
the administration of the High
Frequency Word Knowledge
Test, and practice recording the
answers.
Placement
Sentences
 The authors suggest that you have students
read sentences two grade levels below their
current grade placement, if possible.
 Have students continue reading until they miss
two words or more in a set.
 The highest level of placement sentences read
with zero errors should be the level of the first
passage to be read by the student.
Placement Sentences
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Take a few minutes in your group
to look over the placement
sentences for level D, which is
expository. Have a recorder for
the group write down strengths,
weaknesses and insights.
Watch the following sample of
the administration of the
placement sentences, and
practice recording the answers.
Silent Reading
Comprehension
 Read the background statement aloud.
 After the silent reading is complete, remove the
passage and ask the student to retell what they have
read.
 As the student retells what was remembered, mark
“UA” (for unaided recall) the questions and answers
found in the assessment protocol that are answered
according to the information the student recalls.
 As the remaining questions not covered in the
student’s retelling. Place an “a” (for aided recall) next
to correct responses.
Silent Reading
Comprehension
 Watch the following
administration
sample and mark the
answers in your
packet.
Oral Reading and the
Analysis of Miscues
 Have the student read orally up to the
oral reading stop-maker (//) noted on the
Miscue Grid.
 Note miscues and complete the miscue
grid.
Oral reading and the
Analysis of Miscues
 Watch the following
sample and mark the
miscues in your
packet.
Miscue Analysis
 Please review the miscue analysis
portion of the test and the attached
literature with your group and have your
recorder note strengths, weaknesses and
insights.
Listening
Comprehension
 listening comprehension provides an
insight into a child’s reading potential.
 Begin by using the passage that reached
the frustrational level criterion.
 The highest level to which thee student
can respond to 75% of the questions
correctly is the students listening
comprehension level.
Listening Comprehension
 Watch this sample of
the administration of
a listening
comprehension
passage.
Completing the
Student Summary
Form
 The CRI has several student summary forms,
for regular classroom, special ed, Title I, and
504.
 In your group, complete the general education
student summary form for our sample student.
While completing the form, have your recorder
record strengths, weaknesses and insights.
The age of our sample student is 5 years, 6
months, and he is in Kindergarten.
Additional Student
Samples
 Go to the Pioneer Home page/High
School/Teacher Pages/Mrs. Izzo and
locate the CRI Staff Development area.
 There are two video samples of the
administration of the CRI for you to view.
Please complete the protocols for each
student.