CBM: Informal Reading Inventory Assessment and Report Child’s Name: Student J Date of Report: October 28, 2014 Chronological Age: 12 years, 0 months, 22 days Grade: Sixth Grade Date of Examination: October 28, 2014 Date of Birth: October 6, 2002 Examiner’s Name: Ms. Rodgers Name of Test Administered: Informal Reading Inventory Names of Other Assessment Procedures: Teacher Observation Reason for Referral: Student J was referred for testing as being identified with SLD in the area of reading. He is very smart and works very hard in the classroom, but he “checks out” frequently and becomes disinterested during activities that involve comprehension. Background Information:
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CBM: Informal Reading Inventory Assessment and Report
Child’s Name: Student J Date of Report: October 28, 2014
Chronological Age: 12 years, 0 months, 22 days Grade: Sixth Grade
Date of Examination: October 28, 2014
Date of Birth: October 6, 2002
Examiner’s Name: Ms. Rodgers
Name of Test Administered: Informal Reading Inventory
Names of Other Assessment Procedures: Teacher Observation
Reason for Referral:
Student J was referred for testing as being identified with SLD in the area of reading. He
is very smart and works very hard in the classroom, but he “checks out” frequently and
becomes disinterested during activities that involve comprehension.
Background Information:
According to teacher observation, Student J is very cooperative and diligent in his
schoolwork. He has a tendency to become off-task when he is disengaged or disinterested
in a specific subject area, which aligns to characteristics of his learning disability and
skill deficit. Student J does not have any recent medical reports, and the teacher has not
completed any recent documentation of assessment testing on Student J in the classroom.
Student J is twelve years old, and he is in the sixth grade. He is completing his first year
in middle school after transferring from a local elementary school. Student J is
functioning according to fifth grade expectations and standards within the area of
reading. Student J is receiving tiered intervention as he receives guidance and instruction
in the resource room daily. He also receives accommodations in the general education
classroom along with specific testing modifications.
Behavioral Observations:
Student J is very cooperative, and he is diligent in his schoolwork. He tends to slump
over his desk, or his eyes may wander during instruction. These characteristics are
indicators of disengagement; however, Student J retains all of the information discussed.
He simply needs to refocus attention at times to stay on-task during work. During the
assessment, the child was attentive for the majority of the time. He was a bit distracted as
he knew that he was about to leave the room to go to his next class. Student J was dressed
appropriately. He seemed to be a bit tired during testing. He reacted well to the test, but
he had some difficulty in expressing his thoughts and ideas coherently when asked
questions.
Assessment Results and Clinical Impressions:
Level Word Recognition
Accuracy Level (Oral
Passage)
Comprehension Level (Oral
Passage)
Passage Level (Oral
Passage)
Comprehension and Passage Level (Silent
Passage)
Passage Level
for Total
Reading
Listening Passage Level
Preprimer
Primer
1
2
3
4
5
6 Independent Frustrational 6 Frustrational 6 6
Student J was given the Jennings Informal Reading Assessment, which consists of
oral/silent reading passages and comprehension questions for various reading levels. The
test contains two passages per level: oral and silent reading passages. The summary
record sheet is included to document assessment results after testing. According to the
data reflected in the assessment, Student J is categorized within the independent reading
level for word recognition accuracy regarding the oral reading passage. Although Student
J is categorized as an independent reader, he scored within the frustrational level for
comprehension in the passage. He read the passage within one hundred seconds, which
was above grade level expectations. He read the passage aloud fluently and adequately
for his grade level expectations. Student J scored within the frustrational level for
comprehension in the silent reading passage as well; however he read the passage aloud
fluently and adequately within one hundred seconds, which was above grade level
expectations. After reflecting on the data collected, Student J has many strengths along
with some areas of need. Student J can read passages independently for grade level
expectations. He is a very fluent reader but has the most difficulty in reading
comprehension, which corresponds to his learning disability within this specific area in
the classroom.
Recommendations:
For Student J, the examiner recommends that he continue to receive daily instruction and
intervention in the language arts resource room. The general education teacher may
provide peer/teacher notes to fill in any gaps that he may need in his own work, and the
resource teacher may even provide assistance before/after school hours as necessary. The
general education teacher may assign a peer mentor for Student J to guide him in his
independent work. The teachers may provide graphic organizers to scaffold his
instruction and comprehension within the classroom.
Summary:
According to assessment results, Student J is categorized within the independent reading
level for word recognition accuracy regarding the oral reading passage. He scored within
the frustrational level for comprehension in the oral reading passage. Student J is
categorized within the frustrational level for comprehension and passage level in the
silent reading passage. He read fluently and exceeded expectations within this area for his
grade level. Student J’s difficulties within the area of comprehension for both the oral and
silent reading passages indicate the area of need to be addressed continually within the
