ERIC Number: ED277993
Record Type: RIE
Publication Date: 1987
Reference Count: 0
Informal Reading Inventories. Second Edition. Reading Aids Series, IRA Service Bulletin.
Johnson, Marjorie Seddon; And Others
Representing a comprehensive description of the use of informal reading inventories (IRIs), this book is designed to provide teachers and reading specialists with practical strategies for forming diagnostic impressions that are useful for planning reading instruction. Respectively, chapters discuss (1) the purpose and nature of IRIs; (2) estimating reading levels from IRIs; (3) administering, recording and scoring individual IRIs; (4) diagnostically interpreting the results of IRIs; (5) individual word recognition tests; (6) constructing informal reading inventories and word recognition tests; (7) and group informal reading inventories; and (8) conclusions. It is argued that the best IRIs evaluate reading through procedures that are as close as possible to natural reading activities and that they attempt to achieve a close fit between assessment and instructional materials. Further, it is emphasized that teachers must have a sound understanding of both the reading process and the flexible, diagnostic uses of IRIs before using them either to determine a child's reading level or to answer specific instructional questions. The appendix, which comprises almost half of the book, presents comprehensive reports and interpretations of the results of the administration of IRIS to three children. The discussion of these cases illustrates how numerical criteria and qualitative considerations are combined to estimate reading and listening level. (JD)
Descriptors: Case Studies, Elementary Education, Informal Reading Inventories, Reading Achievement, Reading Comprehension, Reading Diagnosis, Reading Skills, Reading Tests, Test Use
International Reading Association, 800 Barksdale Rd., PO Box 8139, Newark, DE 19714-8139 (Book Number 231, $6.50 member, $9.50 nonmember).
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: International Reading Association, Newark, DE.
Note: For the first edition, see ED 072 437.