Link to TaskStream Rubric

Note: Many of these materials were taken from Darrell Morris' (2008) Diagnosis and Correction of Reading Problems: A Tutorial, New York: Guilford Press.

This assignment is worth 60 points.

You will post the following on TaskStream: 

1. WRI/IRI: summary chart (p. 4) (Download IRI summary chart and complete)
2. Interpretive Summary (Use the questions to guide your writing of the interpretive summary. Please include an introduction which describes the student with whom you worked. Be sure to support your written responses with examples from the reading assessments. As always, edit your work for grammar, punctuation, usage and spelling errors. This is part of the IRI summary chart page.)
3. List of Books for both Independent and Instructional Reading Levels (This is also located on the IRI Summary Chart download).

Please Note: You will turn in your copies of the score sheets for both the WRI and the IRI along with the tape of the student orally reading the passages; please turn in a copy as you will not get these copies back. DO NOT TURN IN ORIGINALS. These passages will not be posted to TaskStream but will be handed in.

For the Word Flash, you will need the disc with the program, a computer, and the WRI Score Sheets.

For the IRI assignment, the best possible situation is for you to:

• Use a stopwatch
• Use a tape recorder
• Work with a partner who will keep the time for you and mark the oral reading and comprehension questions; then, you can compare your oral reading markings and scoring of comprehension questions.
• You will need the reading passages, a stop watch or wrist watch, passage answer sheets.

You will work with a partner to assess one student.

You need to meet with a student from your field placement school who is in third, fourth, fifth, or sixth grade.  If your placement is in kindergarten, first or second grade, please make arrangements with another teacher.

Completion of Reading Assessment

Here’s what you need to do:

1. Explain to the teacher that you are going to administer a word flash assessment (on a computer) and an informal reading inventory with a student. You will have the child read lists of graded words and then 3-4 passages and answer some questions about each passage.

2. Ask the teacher to recommend a student.

3. Ask the teacher to tell you at what level the student is reading.

For example, a third grader may be reading at the second grade level, or at the third grade level, or at a higher level. Ask the teacher to share any testing information regarding the child’s reading level. For example, she may share with you previously administered IRI scores, STAR Reading Test Scores, etc.

4. Meet with the student in a quiet place with a computer.
   • You might start off by asking the student to tell you about what she’s reading or if she likes to read.
   • Explain to the student that you are going to ask her to read a list of words that will appear on the computer screen. The student is to say the word (while you write down what she says only if she misses the word). Start with the pp list to practice the technique. Go through the lists until the child misses half or more. See WRI Instructions.

• Once the word flash is complete, explain to the child that she will read a few short passages and then answer some questions about them.

5. Use the attached table (reading level/passage) to figure out what passage to ask students to read.

·         Select a passage one level below the level recommended by the teacher, or a level below the instructional level indicated by the flash results. That’s where you will start.

6. Have the student read aloud.

7. Write down the time when the student starts reading and the time when he or she stops.

8.   While the student is reading, mark any errors:

                  Type of Error                                                   Example

·         Substitution or mispronunciation                           the train

           (Note: Count proper name mispronunciation only 1 time!)

·         Omissions                                                          in the water

·         Insertions                                                          the puppy

·         Self-Correction                                                   a fine day

·         Help from teacher                                              impossible task

·         Skipped lines (Count as 1 error)

9. If the student reads well—good rate and accuracy—go on to the next passage.  If student reads haltingly, has difficulty pronouncing words, or answering comprehension questions, do not go on to another level. For example, if the student misses more than half of the comprehension questions, there is no need to go any further. Use your criteria information to guide you.

10. Thank the student at the end of the session.

11. Calculate rate, accuracy, and comprehension, and record findings on the summary sheet.

To calculate instructional level based on word flash:

Find the grade level where the student scored below 50%. Go to the score before (where the student scored 70% or better). That is the instructional reading level as indicated by the flash.

IRI Assessment Materials by Grade Level (From Woods & Moe, 1980)

To calculate reading rate:

Interpretation of Reading Assessment

Write an interpretive summary of the reading assessment using the following questions as a guide:

1. What seemed to make a passage difficult for the student to read?

2. What do you notice about the student’s reading rate as the passages become more difficult?

3. What do you notice about the student’s accuracy as the passages become more difficult?

4. What is the relationship between rate and comprehension? 

5. What is the relationship between accuracy and comprehension? 

6. What is the student’s instructional grade level for reading accuracy?  That is, at what grade level did the student read 95-97% of the words correctly?

7. What is the student’s reading rate at the instructional level?  Is this rate above or below the expected rate at that grade level?

8. What grade level books would this student be able to read independently?

Application of Reading Assessment

Use the leveled books resources on our class Web site to find lists of grade appropriate texts.

Given the assessment information (independent and instructional reading levels) list books that would be appropriate for this student to read. 

Leveled Book List   http://home.comcast.net/%7Engiansante/ 

http://bookwizard.scholastic.com/tbw/homePage.do (Locating Leveled Books)

Spelling/Word Study Resources

1. Brown_Morris Article
2. Bloodgood Article
3. QIWK
4. Buying Used Basals-Textbooks (Houghton Mifflin Spelling/Vocabulary 1990-Levels 2, 3, 4, 5, 6) http://www.valorebooks.com/
5. Audacity http://audacity.sourceforge.net/