READING ASSESSMENT PROJECT

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:

 

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.

 

  1. Ask the teacher to recommend a student.

 

  1. 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.

 

  1. Meet with the student in a quiet place with a computer.

 

 

  1. 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.

 

  1. Have the student read aloud.

 

  1. 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)

 

  1. 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.

 

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

 

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

 

 

Reading level

Passage

Primer Pat Sat by the Tree

 

First grade

Lost Baby Turtle

Second grade

 

Look Out!

Third grade

 

Mary and Boxer

Fourth grade

 

Incredible Journey

Fifth grade

 

Shelia Young

 

Sixth grade

 

Garrett Morgan

 

 

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)

 

Reading level

 

Passage

Primer

 

Pat Sat by the Tree

First grade

 

Lost Baby Turtle

Second grade

 

Look Out!

Third grade

 

Mark and Boxer

Fourth grade

 

Incredible Journey

 

Fifth grade

 

Sheila Young

Sixth grade

 

Garrett Morgan

 

 

To calculate reading rate:

 

(Number of words in passage x 60)/student’s reading time in seconds

 

For example, if student read “Mark and Boxer” in 1 minute 10 seconds (70 seconds):

 

143 x 60 = 8580/70 = 123 words per minute (rate)

 

 

To calculate reading accuracy:

 

(Number of words in passage – errors)/number of words in passage

 

For example, if student made 6 errors while reading “Mark and Boxer”:

 

143 – 6 = 137/143 = 96 % accuracy

 

 

To calculate comprehension:

 

Score each comprehension question as correct or partially correct. When you have scored them all, total the number correct and divide by the number possible—this will give you the percentage correct. For example, a student scores 4 out of 6 questions. Divide 4 by 6 and you get 67% (rounding up) correct.

 ************************************************************************************

 Summary Chart

 

Summary Chart for ___________________________(student’s initials)

 

Investigator: ______________________________________________  (your name)

 

Grade: _____________               Reading level recommended by teacher: ___________

 

Instructional Reading Level (Flash) ____________ Date of assessment: ___________________

 

 

 

 

Word Recognition Inventory

  Oral Reading (Passages)    
Level Flash Untimed Accuracy Rate (WPM)   Comprehension
PrePrimer     ------------------ ------------------ ----------------------
Primer          
1st          
2nd          
3rd          
4th          
5th          
6th          
7th     ----------------- ------------------ -----------------------
8th     ----------------- ------------------ -----------------------

 

 

Based on the assessment scores, I think __________________’s (student’s name)

 

Independent reading level is_____________________

 

Instructional reading level is _____________________.

 

***********************************************************************************

Performance Criteria

 

 

Average End-of-Year Oral Reading Rates (Expected Range)

 

Grade                           Words per minute

1st                                 45-85

2nd                                80-120

3rd                                 95-135

4th                                 110-150

5th                                 125-155

6th                                 135-160

7th                                 145-160

 

 

  WRI-Flash Oral Reading Accuracy Comprehension

 

Independent Level

 

90-100 98-100 90-100

 

Instructional Level

 

70-89 95-97 75-89

 

Frustration Level

 

Below 50%  Below 90%  Below 50%

 

______________________________________________________________________________________________________________________

Analyzing and Interpreting the Case Summary Chart:

  1. Establish a reading frustration level. Locate the first score below 90% (frustration level) in the oral reading accuracy column. Look for further support, in the rate column and then comprehension. Remember, if there is no score below 90%, go with lowest accuracy score.
  2. Establish a reading instructional level. Moving one level up from frustration level on the cover sheet, check for instructional-level scores in the following columns: oral reading accuracy, rate, comprehension. If scores are not clearly instructional, move up or back still another level.
  3. Confirm reading level settings by looking down the columns to find drop-offs in performance (rate and comprehension) between instructional and frustration level.

Case Summary Sheet (Jenny 3rd Grade)

  Word Recognition   Oral Reading    
Level Flash Untimed Accuracy Comprehension    Rate (WPM)
PrePrimer 100 100      
Primer 95 100      
1st 85 95 99 100 74
2nd 75 80 95 83 75
3rd 30 60 83 67 61
4th          
5th          

 

Case Summary Sheet (Amanda 4th Grade)

  Word Recognition   Oral Reading    
Level Flash Untimed Accuracy Comprehension    Rate (WPM)
PrePrimer 100 100      
Primer 100 100      
1st 95 100      
2nd 90 95      
3rd 90 100 97 67 121
4th 75 100 95 58 115
5th 50 90 92 50 95

 

Case Summary Sheet (Dion 5th Grade)

  Word Recognition   Oral Reading      
Level Flash Untimed Accuracy Comprehension    Rate (WPM)  
PrePrimer 100 100        
Primer 95 100        
1st 95 100        
2nd 90 100 96 80 113  
3rd 55 90 97 100 110  
4th 50 80 95 75 109  
5th 30 75 92 33 94  

********************************************************************

Let's listen as two 3rd grade boys in the SAME class read the same 3rd grade passage.

What do you think?

IRI 3rd Grade Student 1--3rd Grade Passage Mary and Boxer

IRI 3rd Grade Student 2--3rd Grade Passage Mary and Boxer

 

 

 

 

 

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?

 

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

 

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

 

  1. What is the relationship between rate and comprehension? 

 

  1. What is the relationship between accuracy and comprehension? 

 

  1. 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?

 

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

 

  1. 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)

6 books the student could read independently (title/author)

6 books the student could read in an instructional situation (title/author)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

 

 

 

 

 

 

 

 

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/