Informal Reading Inventory Case study 2: David
Informal Reading Inventory Case study 2: David
I administered this IRI to David, a tenth grade boy who moved from Mexico to the United States two and a half years ago. English is his second language, and he had never studied any English until he moved to the United States in the eighth grade. In the oral reading accuracy column, there is no score below 90%; therefore, I will begin my analysis at the third grade level where David read with 91% accuracy, which is just a point above frustration. His word recognition flash score at the third grade (80%) is within the instructional range (70-89%) at this level. His reading rates are within the average range for third grade. Orally, his rate of 94 wpm is just one word off of falling within the average reading ranges (95-135 wpm). His silent reading rate picks up considerably; he reads 129 wpm, which is well within the acceptable range for third grade (120-170 wpm). David’s oral and silent comprehension is 58% and 86% respectively. When reading orally, his comprehension is worse consistently, as if he’s concentrating more on how he pronounces the words than what they really mean. A score of 58% puts David in the gray area between instructional and frustration. However, his silent comprehension rate of 86% is solidly instructional (75-89%). David made thirteen total errors on the third grade passage with three of them being meaning change errors.
Moving up to fourth grade, David’s oral reading accuracy score of 96% is in the instructional range and is just below the independent range (98-100%). David’s flash word recognition increases at the fourth grade level, from 80-95%. The 95% in the flash column is actually at the independent level (90-100%). David’s reading rate on the oral passage in fourth grade is 107 wpm, just three words shy of the lower part of the normal range (110-150 wpm). Silently, his rate does pick up to 115 wpm, but not quite enough o place him in the range of 135-185 wpm, which are the average rates for silently reading a fourth grade passage. David’s reading comprehension decreases at this level. On the oral passage, his comprehension is 51%, again on the lower end of the gray area between instructional and frustration. Silently, as on the third grade passage, he does better on the comprehension questions, maintaining his score of 86%. Out of six errors, David only makes two meaning change errors at this level.
David is instructional at the fourth grade. He has a good grasp of sight words at this level and reads with a degree of automaticity. His rates are acceptable and do not hinder him. His accuracy at this level is just within the instructional range. Although his word flash puts him in the independent level for fourth grade—he still has work to do at this level. His spelling here is atrocious, he can certainly bump up his reading rates, and comprehension can be a focus. I would not teach David at the fifth grade because he is frustrated there. His accuracy is 94%, just outside of instructional. On the fifth grade word flash test, there is a huge drop in performance. David only recognizes 45% of the words on sight, which is clearly frustration. At this level, his rates really disturb me, too. 99 wpm orally is too slow for a fifth grade passage where the rates should be 122-155 wpm. Silently, his rate of 122 wpm is better but still too slow. The normal range for silent reading at the fifth grade level is 150-200 wpm. Taking a look at comprehension, he scores 44% orally, which is frustration. His 51% silently isn’t much better. If David were to be taught at the fifth grade, he would flounder. Therefore, David is independent at third, instructional at fourth, and frustrated at fifth.
With regards to comprehension, I did notice that David’s major difficulty is also a struggle to put his answers in English. He did a lot of gesturing and “how do you say” before quickly growing frustrated and saying “I don’t know” and moving on to the next question. As he practices reading more, comprehension and the ability to express himself will grow.
In spelling, David is clearly frustrated at the fourth grade, where he scores 17% and only spells two of the twelve words correctly. I would teach David spelling at the third grade, where he has a score of 50% and spells half the words correctly. In spelling, 50-89% correct is instructional. In 1st and 2nd grade, David scores a 75 on the lists, which is also in the instructional range. However, since David is a tenth grader, I would be very hesitant to take him all the way back to second grade word lists and patterns. Besides, on these lists, he is just two words off from being in the independent range.
Taking a qualitative look at David’s spelling errors, in third grade, five of the six errors are only off by just one feature (STEPING for stepping, CHAISING for chasing, COUGHT for caught, THRUST for trust, and KNOK for knock.) He has only one error that is more than one feature off at this level (TIRTY for thirsty.) He needs to learn when to double consonants and to work on vowel sounds, digraphs, and blends.
In the fourth grade, David’s spellings are much more problematic. Out of ten errors, only two are off by only one feature (SCORRY for scurry and CABAGE for cabbage.) In the rest of the spellings, he does attempt to represent the words, but his spellings are very phonetic: (POPT for popped, GAIST for gazed, SLAMB for slammed, and GRABOLL for gravel.) David needs to learn how to represent these sounds by employing spelling rules. He is quite capable of representing each sound with an appropriate letter, however.
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