Roe and Burns Informal Reading Inventory



Roe and Burns Informal Reading InventoryThis assessment measures word recognition (accuracy), rate and comprehension in oral passage reading. “A” passages are for pre-testing; “B” passages are for post testing.Begin the pretest with the pre-primer (PP) passage from the “A” set. If your student scores at the Independent or Instructional level on the pre-primer (PP) passage, administer the primer (P) passage on a subsequent session. Continue to administer the passage from one grade level up per session until the child has reached the Frustration Level. When you post-test the student, start with the B form of the level that was their “frustration level” on the pre-test. If they score at the independent or instructional level on the B form, administer the B form of the passage from the next grade level up, until they hit their new frustration level.Instructions for Administration:Present the student’s copy of the passage to the student and read the prompt to him/her. Then ask him/ her to read the passage out loud to you. When the student begins to read aloud, start the timer. On the teacher’s copy, mark every miscue with a slash mark through the word that was incorrectly read. If the student stops and does not attempt to pronounce a word, the teacher should pronounce it, then mark it with a slash. Put a slash mark between words if an extra word is inserted. Proper names do not count as miscues…you may pronounce names for the student whenever they appear in a passage. When the student finishes the passage, stop the timer and write the total time elapsed next to the bottom of the gray scoring aid chart.Remove the passage from the student’s view and ask the comprehension questions. If the student answers a question correctly, put a check mark beside that question on the teacher form (or leave it blank). If the answer is incorrect, put an X on the line. Count the number of X’s and write the child’s comprehension score (as a percentage) next to the gray scoring aid chart.Finally, compute the word recognition score by counting the number of slashes in the passage and using the figures given in the top section of the gray scoring aid chart. Extrapolate the percentage for those numbers not specifically provided.Based on the word recognition and comprehension scores, you can determine the child’s reading level: Independent, Instructional or Frustration:Word RecognitionComprehensionIndependent Level:99%90%Instructional Level:85% (Grades 1 & 2)75%95% (Grades 3-12)Frustration Level:<85% (Grades 1 & 2)<50%<90% (Grades 3-12)Transfer all scores (including word recognition %, comprehension %, total elapsed time, and grade level) for the first pre-test Frustration Level passage administered and the same level passage administered as a post-test to the Roe and Burns Scoring Sheet for Augustine Project and turn in to the Director. If you administered additional passages at harder levels, please list those as well.Roe and Burns Scoring Sheet for Augustine ProjectPre-test (Form A)Post-test (Form B)Date: _____________________________Word Recognition:_______%_______%Comprehension:_______%_______%Total time for first Passage:____min. ____ secs.____min. _____secs.Grade level of passage:______a)______ (should be same level as pre-test)b)______ (If post-test was too easy, DOCUMENT SCORES, and proceed with the next hardest level.)c)______ etc.Reading Level:___________a)_____________(Frustration, Instructional or Independent)b)_____________c)______________Name of tutor: _______________________________________________________Name of Student: ____________________________________________________School: _______________________________________ Grade: _______________ ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download