CASE STUDY

Case Study

Case Study

Introduction

As assessment of children's reading abilities becomes of more concern to teachers? the use of informal reading inventories has become of interest to researchers and policy makers alike (Paris & Carpenter? 2003; Paris? Paris? & Carpenter? 2001; Paris & Hoffman? 2004). The use of the IRI has been suggested for assessing children's oral reading rate? accuracy of decoding? fluency? comprehension? and retelling (Paris? Paris? & Carpenter? 2001; Tompkins? 2003). Although the content of these inventories varies? virtually all contain graded word lists in some form (Cooper & Kiger? 2005).

The purpose of this paper is to describe the similarities and differences between words included in the graded lists on six different informal reading inventories published after 2001 through a formal lexical analysis. This analysis seeks to describe how the word lists differ in length of words? inclusion of words at multiple levels? and the words that appear on different inventories.

Case Analysis

Graded word lists can be used for various purposes. According to Richek? Caldwell? Jennings? and Learner (1996)? a student's performance on word lists can provide important diagnostic information about word recognition abilities. (p. 50) Tompkins (2003) states that students read the lists until they reach a point that is too difficult for them indicating the level at which the graded passages are begun (p. 80). Bader (2002) states? “...a graded word list may be used as a starting point in administering graded reading passages or to gain additional insight into the types of word recognition errors made.” (p. 20).

An informal reading inventory is a tool that assists in determining the reading strengths and weaknesses of an individual student. It is important for every teacher to know if their students can comfortably read the texts used in their class or if they need additional assistance. This is a quick tool to help identify students who struggle with decoding and/or comprehension with your specific text materials.

Reading Levels

Word Recognition

Comprehension

Independent

95%

90%

Instructional

90%

80%

Frustration

Less than 90%

Below 80%



When a student reads at the Instructional Reading Level? he or she is needs guidance from the teacher or another person in order to fully read and comprehend the text. This is the level of learning that is expected in the classroom. It is within the students? Zone of Proximal Development (Vygotsky) and is slightly challenging? but still readable.

Creating an Informal Reading Inventory (IRI) with your texts

Select a section of text in your textbook that has approximately 100 words.

Read it through and determine 3-4 questions that you feel a student should be able to answer after reading the section. You may wish to have a mix of literal and inferential questions.

During seat time? call on individual students and listen to them read the section of text.

As they read? keep a tally mark on the IRI form every time they struggle with a word? skip a word? misread a word or replace a word.

After finishing? ask the student the questions you have developed and mark the number correct on the IRI ...