Presentation/Assigment
TinaF
658IRAInstruction.docxInstruction
IRI Administration
· The midterm and the final project are connected. The midterm is the administration of the Informal Reading Inventory (IRI), which is discussed in great depth in chapter 4 of your text. THE FINAL is connected to this assessment as you will develop an intervention program based on the results of the IRI.
· For the purpose of this assignment, you should identify a child with a minor reading problem, or a child who simply requires assistance to be moved at least one level higher. This child can be in your classroom, or it can be your neighbor, your friend's child, or relative, etc.
Instructions for Administering the IRI:
· Identify the child’s current grade level. It is recommended to select a child at grade level Kg, 1, or 2.
· Administer the graded word list that determines at what grade level the student should begin reading the oral passage (Located in this module).
· Begin with the word list two levels below his or her own present grade level. For example, if a child is in the first grade, then, you should administer the word list entitled Preprimer, which is two levels below the present grade level of a child. Depending on the edition of the text, there may not be a PrePrimer list. In this case, you should begin with the Primer even though it may not be two levels below of the current grade level of the child. Please note that for grades 2 and 3, there are two lists. The first one is administered in the fall and the second in the spring.
· The highest grade level at which the student has no errors on the graded word list is the grade level at which he or she begins reading the oral passage (p. 352).
· While a child is reading the IRI, you should record the child’s responses on the line next to the each word the child is reading.
· Once you have identified the level you should start to administer the reading passage, you should administer the first oral reading and then silent reading passage
· You need to score the oral reading passage. If the child had scored at the independent level, you should administer the next level. Once you have identified the child’s instructional level, you need to administer the next level in order to identify the child’s frustration level. Once the child has reached his or her frustration level, you should stop administering the oral reading passage.
· The same is true with the silent reading passage.
· Once you have identified all three levels in the oral reading and silent reading, you should read the next unfamiliar passage to a child in order to establish the highest level the child can comprehend the test read to him/her. It is called listening capacity level.
· You need to analyze the results and fill out the Summary Sheet (located in this module).
· Keep all the working copies of the IRI with all the information that you have recorded while administering the IRI.
· The results should be reported exactly in the format of the summary sheet.
Instructions for writing the IRI Report :
· In your report, please describe in detail:
· (a) the child’s background,
· (b) the nature of the problem;
· (c) process of the administration of the IRI including the child's behavior (both reading and non-reading) during the administration;
· (d) analysis of the results;
· (e) implications (feel free to use research and any experience you have that would guide you in creating a pedagogically sound program). The IRI report should be between 4-7 pages and APA formatted. The IRI summary sheet must be included with IRI Report (p. 345)
COVID 19 Accommodation and Additional Instructions for Video Use:
If you are unable to locate or work with a child to the pandemic you may use one of the attached videos (Nathan or Diana) for your paper.
Video Instructions:
· Be sure to follow along with the Informal.Reading.Inventory.pdf sheet you can find in this module. Score the child's reading ability as you follow along with the video and include the summary sheet with your paper.
· If you feel that you would have stopped at a different level or have moved forward please include that in your paper as well.
· You will be given some background information on the child (which is a fictional account) but feel free to create a more in-depth background for the child on the video to include in your case study.
· Follow all of the instructions listed in this module for writing the IRI Report
Midterm_IRI Administration.docx Download Midterm_IRI Administration.docx
Rubric
IRI Administration
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IRI Administration |
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Criteria |
Ratings |
Pts |
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This criterion is linked to a Learning OutcomeContent |
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3 pts |
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This criterion is linked to a Learning OutcomeBackground and testing environment |
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3 pts |
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This criterion is linked to a Learning OutcomeProgression towards standard |
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3 pts |
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This criterion is linked to a Learning OutcomeImplications |
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3 pts |
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This criterion is linked to a Learning OutcomeOrganization and Style |
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3 pts |
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This criterion is linked to a Learning OutcomeGrammar & Mechanics |
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3 pts |
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This criterion is linked to a Learning OutcomeTimeliness |
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3 pts |
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This criterion is linked to a Learning OutcomeCollection |
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3 pts |
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Total Points: 24 |
EXAMPLE
IRA Administration - Midterm
Child’s background
The informal reading inventory, also known as an IRA, was performed to access and determine the student’s reading level. The student I choose to asses is a first-grader who attends an elementary school in Brooklyn. Paulina is seven years old who attends a general education classroom. Her parents recently got divorced, so Paulina resides with her mother during the week and with her father during the weekends. The parents established a friendly relationship to ensure their relationships won’t affect their child’s emotional development.
Paulina is an amiable child. She likes to meet new people and has great communication skills. Paulina established great relationships with her teachers in the school and made friendly relationships with several students in her classroom. She likes watching the Russian cartoon “Masha and Beer” and play with her Barbie house. Paulina attends swimming classes twice a week since she was 3 years old. She would like to become a fancy swimmer. Also, she is very close to her little dog named Choco. Paulina likes to spend her time with her parents in different museums, skiing, tubing, and riding bicycles.
Nature of the problem
I have gathered some background information about the student, her interests, and educational background before assessing. Also, I have taken the pleasure of having a phone conversation with Paulina’s teacher to find about the student’s reading comprehension. According to the teacher, Paulina is now at level F, approaching level G. It is the begging of the third quarter where the students should begin to read on level H/I/J. Therefore, Paulina is behind for one level and needs short-term intervention. While the word accuracy (reading the actual word) is good, she still needs practice on understanding the text.
Process of the administration of the IRI
The IRA was administered privately at the student’s primary residence. During the process, there were no interruptions or distractions. Before we started, I explained to Paulina that I would like to check how well she can read. I told her that it would include a few parts where she will read words and small passages. I told her that she should not worry. There is no right or wrong answer.
I started with word recognition inventory (WRI) Preprimer. Paulina mastered all 20 words correctly and scored 100%. Then, I proceed to Primer, where out of 20 words, she answered 18 words correctly and scored 90%. Paulina has mispronounced the words “bright” and “cows.” Then I moved to First, where out of 20 words, she read 17 words correctly and scored 85%. She mispronounced the words “head,” “drank,” and “enough.” During each level, I made sure to use verbal praising and positive reinforcement by telling her that she is doing a good job and that I knew that she could do it. Paulina seemed confident and read the words fluently. When she had mistaken, she tried to self-correct herself but was unsure about her answer and watched for my reaction. I kept telling her that she is doing great and that she can continue. After finishing with First, Paulina was instructed to move onto the 2 (1) list of words. At this point, she miscues 5 words out of 25 and scored 80%, but still was very confident and engaged. She has miscues the following words: brave, library, hurry, carve, and delicious. I decided to move forward to the 2(2) list of words. This was the point of frustration. Paulina began to miscue the words from the beginning and was acting unfocused and was fidgeting in the chair. She wanted to finish this activity. Overall, Paulina has demonstrated a good level of word recognition inventory.
When we finished with the word recognition inventory (WRI) part, I saw that Paulina needs a break and paused the assessment for a few minutes. I wanted Paulina to have some movement, so I asked her if we can walk together and grad a bottle of water for each of us. Then, it was time to begin an oral reading. I explained to her that I would ask her to read a concise passage to me and ask her some questions about it. Paulina began to read the Preprimer passage. She has read all 64 words correctly. I told her that she was doing a great job, and now I will ask her a few questions. Paulina was asked 3 literal and 3 inference questions and answered them all correctly. When answering the questions, Paulina was in no hurry to answer questions. She thought about the question and answer. The student was scored an independent for reading accuracy and comprehension. Then, I asked Paulina if she could read a passage on her own. She asked me if I would know what she has read if she won’t read it aloud. I answered her that I had read the story previously, and I also have a copy of it. Paulina began reading at 10:35 and finished at 10:37. Then, I have asked 4 literal and 2 inference questions. Paulina gave an incomplete answer to the literal question: “Whom did Bob say Fran could help? (Jane and him)” Paulina said that it was Jane only. With a minor mistake, the student was scored independently for comprehension.
The next level was an oral reading passage primer level. I told Paulina that she is doing great and we should try to read another passage. She agreed and smiled. She read the story without word recognition errors. However, she was not able to answer two literal questions. The questions are: “What did Sara’s mother first think she string was for? (Sara’s hair)” and “What did Sara do when she saw her father had some string (She asked him for it.)” Paulina was scored at the instructional level due to comprehension errors. When we proceeded to the silent reading on Primer level, Paulina took a longer time to read the passage, and she looked tired. She began reading at 11:02 and finished at 11:06. I asked 6 literal and 2 inference questions. Paulina made a mistake on the third question: “Where was Sara keeping her string? (In a box)” Paulina answered that it was in Sara’s pocket. Also, Paulina did not know the answer to the sixth question: “Where did Peter keep his string? (In his pocket)” I asked Paulina if she could think about the text she read, and maybe she would answer, but Paulina said, “No, I said I don’t know.” Finally, she did not answer the last question in full: “What were the colors of the string Sara had? (Red, orange, green, and yellow). Paulina has answered that Sara had only red, orange, and yellow strings. I scored Paulina’s comprehension skills at the instructional level. I could tell that Paulina got tired and did not pay attention to the text’s details when reading. It was close to the frustration level, but I thought we could try another level.
When Paulina began the oral reading passage at the first level, she was getting distracted. She was taping her hands on the table and made long pauses between the sentences. She made 3-word recognition errors: Fritz, poor, and pot. For word recognition, Paulina has scored an instructional level. Then, I asked 5 literal, 4 inference, and 1-word meaning questions. Paulina was very bored and started looking around the room. She was no longer interested in the process and did not know the answers for the 6 out of 10 questions. Therefore, she was scored at the frustration level, and the informal reading inventory was stopped.
Analysis of the results
At the begging of the Informal Reading Inventory (IRI), Paulina was confident and interested in the assessment process. She demonstrated great knowledge in word recognition. She had made a few mistakes only when she reached her frustration level of the oral reading. When we finished the assessment, I went back and reviewed all the words with Paulina. All the words she read incorrectly were the words that she did not know the meaning of or the characters' names. Paulina has difficulties with comprehension. She understands the text better with oral than silent reading. As the passages became longer, Paulina took a much longer time to read. By the end of the passage, she did not remember some of the details of the text. It is evident that Paulina concentrating on the correct pronunciation of the words and remembering the words themselves. She is not paying attention to the actual text and often not converting the words into the pictures in her mind. Paulina needs to work on the sounds of the letters, double consonants, and understanding the text.
Implications
I want to create an intervention plan that will help Paulina reach a higher reading level and improve her comprehension skills. The plan will include one-to-one reading using the child's favorite books and her interest in engaging Paulina in the process. I will use different worksheets and pictures related to the text to help Paulina remember the text's details. She has to learn how to convert the words into the pictures in her mind, and it will help her remember the text better. "Whether she is reading for recreation or information, she must change the words she reads into images in her mind. The more these images involve the senses (sight, sound, smell, feel), the greater will be the comprehension of the passage" (Karie, 2013). I would like to work with Paulina on recognizing inferences within a passage. Paulina will learn how to decode the clues from the text to answer the questions.
References
Karie. (2013, February 27). When a Child Doesn’t Remember What He Reads! Child Diagnostics. https://diannecraft.org/when-a-child-doesnt-remember-what-he-reads/
