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ERIC Number: ED214155
Record Type: RIE
Publication Date: 1981-Oct
Pages: 41
Abstractor: N/A
Reference Count: 0
Reliability and Validity of Curriculum-Based Informal Reading Inventories.
Fuchs, Lynn; And Others
A study was conducted to explore the reliability and validity of three prominent procedures used in informal reading inventories (IRIs): (1) choosing a 95% word recognition accuracy standard for determining student instructional level, (2) arbitrarily selecting a passage to represent the difficulty level of a basal reader, and (3) employing one-level floors and ceilings of performance to demarcate levels beyond which behavior is not sampled. Subjects were 91 elementary school students, representing a range of reading abilities. The students completed word recognition and passage comprehension tests and then individually read passages from each of the ten reading levels in the Ginn 720 and the nine levels of the Scott-Foresman Unlimited reading series. Correlational and congruency analyses of the resulting data supported the validity of the 95% word recognition accuracy standard, but raised questions about the reliability and validity of the passage sampling procedures and the use of one-level floors and ceilings of performance. The findings suggest that IRI procedures for selecting passages from basal readers and for sampling students' performance at instructional levels may have a negative effect on educational practice. Sampling over time and test forms is a more valid IRI procedure. (FL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Special Education (ED), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities.