Word Recognition Inventory How to administer the Informal Reading Inventory to a student
Transcript
Slide 1
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Word Recognition Inventory How to administer the Informal
Reading Inventory to a student
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Assessing student in getting to the next reading and
comprehension level Discovering minor reading Problems. Independent
- without assistance Instructional - with assistance Frustration -
levels where there is problem
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Emphasis is on Learning about the skills, abilities, and needs
of the student in order to plan a program of reading instruction
that will help the student progress. Make the student feel
comfortable and explain the assessment process. There are NO time
limits. Begin with list of words that are two grades below the
students academic grade level.
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Step One Begin with list of words that are two grades below the
students academic grade level. We begin with the primer grade list
of words. Method - show student one word at a time. The student
uses a strategy to help them read the words. The student blends
letters together. Ex. b + low, says the word low and makes sound
for b. Pronounces the word many as man + e. Sees the y as a long
e.
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Step Two Read words from the first grade list. Student was able
to read eighteen out of the twenty words. Student received
assistance in reading all the words. Student could not pronounce
drank and enough. Student covered the letters in the word drank to
break down the word. The ou and the gh in enough were hard for the
student. Student didnt understand why the word wasnt spelled with
an f.
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Step Three Read words from the second grade list. The student
was not able to read most of the words. Without assistance the
student was able to read nine out of the twenty-five words. Student
was able to read four words with assistance. The student went from
word to word pronouncing the words and not figuring out the
word.
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Steps for the WRI Student is asked to read passages orally.
Teacher must mark all miscues on their copy. Ask the comprehension
questions after Removal of the passage. Present student with
passage from a different form at the same grade level Ask student
to read silently. Ask the comprehension questions after Removal of
the passage.
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Reading Passages Oral and Silent Student will read oral and
silent passages. Assessment of fluency and word recognition
proficiency at various levels of difficulty to determine the level
of materials that a student should read under various conditions.
Used for listening comprehension.
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Reading Passages Part 1 Begin with the same grade as the word
list, which is primer. Begin with oral reading. Student can use
their pointer finger while reading. The primer passage that is read
orally is no problem for the student. Student takes time and asks
questions. Once finished, I ask questions to assess comprehension
of the passage read.
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Reading Passages Part 2 Student begins with silent reading. The
student uses her pointer finger and stops to have help with some
words. The passage was read like one long sentence. Student did not
pay attention to punctuation. When the student was finished I began
to ask questions to assess comprehension. The student answered six
out of the eight questions correctly.
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Strengths and weaknesses The student reads well on a primer
level. Students level at which they would be able to read if no
limiting factors were present. The student will need assistance
when reading books on the next level. Student was able to read 80%
on their own. Student needs to work on her listening skills. Was
able to answer the literal questions, but as they got harder, the
student began to miss questions. Student will skip over words they
dont know.
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Behavior during Teacher should take note of the students
behavior during reading assessment which was non
confrontational.