Informal Reading Inventory Report



Informal Reading Inventory Report

October 11th, 2009

Amy Wheaton

Background Information

T is a second grader who is eight years of age. This is T’s second year of Second Grade. I chose T because I worked with her last year in title one small groups and have an insight into T’s background. T comes from a divorced family, has one older brother who struggled with reading, and a mother who is in alcohol rehabilitation. These assessments were done at the elementary school in a small room with no interruptions during two half-hour segments.

Results from Graded Word Recognition Lists

|Level Report only those levels tested |# of errors made |

|PP |0 |

|P |0 |

|1 |2 |

|2 |0 |

|3 |6 |

|4 | |

|5 | |

|6 | |

|7 | |

|8 | |

|HS | |

|Comments regarding results: |T appears to have a strong background in sight word knowledge |

| |when the word is presented individually. She has started to |

| |experience difficulty in the third grade word levels. |

Level at which Graded Passages were begun based on the Graded Word Recognition Lists

I chose to begin T at graded passage one child Pat and The Kitten since she missed two sight words in this grade level. She quickly read through this passage with few errors and excellent comprehension, so I moved through the passages until she read one at the frustrational level.

Results from Graded Passages

Miscue Analysis Chart

|Miscue Analysis | |Error Types | | |Error Analysis |

|Correct |Miscue |S |A/I |

|Text | | | |

|1 |Unprepared |7 |No, Independent |

| |6 | | |

|2 |Unprepared |7 |Instructional |

| |8 | | |

|3 |Unprepared |5 |Frustrational |

| |14 | | |

| | | | |

Analysis of the Results

After analysing T’s miscues and comprehension from her reading passage I was able to identify T’s strengths and weaknesses as an emerging reader.

T is able to do the following in reading…

• Has strong sight word knowledge.

• Able to use visual clues to help identify unknown words while reading.

• Able to use syntax clues to identify unknown words while reading.

• Able to use meaning clues some of the time to identify unknown words while reading, such as Bandage for Band-Aid.

• Uses the consonant digraph th when identifying an unknown word, such as threw for thought.

• Uses the inflectional suffix –ed when identifying an unknown word, such as looked for liked.

• Uses beginning sounds most of the time in decoding an unknown word.

• Uses ending sounds most of the time in decoding an unknown word.

• Uses the vowel digraph oo when decoding an unknown word, such as look for cook.

• Uses print-sound mapping to sound out unknown words.

• Uses letter-sound correspondence to sound out unknown words while reading.

T’s weaknesses as a reader…

• Struggles with self-correcting miscues while reading.

• Struggles with using context clues in the sentence to determine an unknown word. Such as in the sentence, “He only had a house to live in, a bed to sleep in, and an old pot to look/cook in”.

• Struggles with reversals while reading, such as was for saw.

• Struggles with the -ough chunk while reading the word threw for thought.

• Struggles with the rime –ang while reading small for sang.

While reading passages T had a strong knowledge during her retellings and comprehension questions of what events had occurred in the story. In the first grade passage, “Pat and the Kitten”, T had six unprompted memories and seven questions answered correctly. This was an independent read for her. As the passages progressed in difficulty her comprehension remained strong. In the second grade passage “The Song of Little Frog” T had seven unprompted memories and nine comprehension questions answered correctly. She also made several text-to-self connections while activating her background knowledge.

T’s Next Steps for Reading Instruction…

• Practice in self-correcting while reading aloud.

• Further instruction in reading diphthongs and chunks.

• Practice in decoding of unknown words and strategies to use.

• Practice in onsets and rimes.

|Skills Needed |Teaching Strategies |

|Self-Correcting | Explicit instruction, Provide one sentence with one miscue |

| |and see if the child can detect what the miscue is and give |

| |the correct word. Example: “The rabbit bumped up in the air”. |

|Diphthongs and Chunks |Explicit phonics instruction, Provide structured practice, |

| |nonsense words, making words |

| |Make a “funky chunks” chart of words that end with –ang. Make |

| |a concentration game with these words. |

|Onsets and Rimes |Explicit phonics instruction, Phonics Fish Game (Playing “Go |

| |Fish” with word cards that focus on a word pattern.) Nonsense |

| |words, making words, word boxes. |

|Decoding unknown words and strategies |Explicit instruction, Strategies checklist, Teacher prompts |

| |while reading “Look at the last letter, Get your mouth ready |

| |to say the first sound, Look for chunks that you know”. |

Reflections on Your Administration of the Inventory

While administering this assessment on T I found several things that worked well for me while doing this assessment. This assessment was a quick and easy way for me to find a lot of information in a short amount of time. The retell and comprehension questions were right there for me to be able check off in an easy format. This assessment overall was very user friendly. If I were to do this assessment again I might spread out her graded passages over a couple days to make sure the student wasn’t tired of reading. I would also use a tape recorder so I could listen to the passage again for more information regarding miscues and fluency.

This inventory would be useful in my classroom because it can provide a lot of information in a short amount of time. It’s easy to take the miscues in the passage, analyse, and reflect on where to go next for instruction. The passages are nice because they are divided into grades and the graded word lists give a quick assessment of where to begin the oral reading passages. This assessment however did not give me enough specific information in overall word attack skills that the child has. This oral reading record is only a brief window. After finishing this assessment I would recommend completing a Reutzel/Word Attack survey to get a thorough analysis of what phonics skills needed to be addressed.

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