Weaknesses are apparent in two very popular informal reading comprehension measures. The Informal Reading Inventory (IRI) tests comprehension through questions only, while the Reading Miscue Inventory (RMI) is too cumbersome for the average classroom instructor to administer. Since both measures offer instructors ways of collecting data, they may effectively be merged into an Informal Reading Assessment Inventory (IRAI), bringing together processes from both inventories. The oral reading component of the IRAI may be used to check learners' reading behaviors, such as recall of material via retelling, language usage, and recoding. The silent reading component allows learners the private opportunity to interact with written material during an uninterrupted period of time and to present understanding of the material through predetermined criteria in a predetermined manner. The following guidelines are suggested for preparing and administering the IRAI: (1) select several types of materials for oral reading, long enough to elicit at least 25 oral miscues; (2) compute the readability of the selections using at least two formulas; (3) devise criteria for evaluation; (4) prepare a script for miscue coding; (5) have a cassette tape player available; (6) establish rapport with the learner; (7) have the learner read an entire selection aloud, while coding miscues, taping the reading if necessary; (8) have the learner respond to comprehension criteria; and (9) administer the silent reading comprehension measure using selections of 450-500 words. (HTH)