This Informal Reading Inventory (IRI) was administered to a standard three (3) female student by the name of Jalissa.

Jalissa seems to be in good health with no reported learning disabilities or retardism. Her class teacher reports that she behaves well in class and is not negligent towards her in class work and home assignments. Overall Jalissas teacher rates her as a very good student. Before beginning the Informal Reading Inventory (IRI), Jalissa and I had a little chat so that she can be comfortable with me and relaxed about taking the Informal Reading Inventory (IRI). During this conversation she indicated to me that she enjoys helping younger brother with his home lesson, she has interest in netball and she will like to learn different languages. Jalissa seems quite ambitious and has already set certain goals that she will like to look forward to if given the opportunity. Her teacher has previously informed her that I will be coming to meet with her in order to gather some information that can help her with her reading. She seemed to have become quite comfortable around me, with little fear or nervousness to take the Informal Reading Inventory (IRI). During the Informal Reading Inventory (IRI) she appeared to be relaxed with minimum nervousness. Since standard three (3) is known to be level (5), when administering the Informal Reading Inventory (IRI), I started Jalissa at level three (3) in which will be two (2) levels below her expected reading outcome. Below are the results of the Informal Reading Inventory (IRI) in Word Recognition Skills, via a table format for easy interpretation of the data/ results, as Jalissa progressed through the test.

WORD RECOGNITION LIST Year three (3) Year four (4) Year five (5) Year six (6) Year seven (7) 100% 90% 90% 75% 60%

From the table above it is seen that at year seven (7) Jalissa scored below 70%, hence she did not qualify to move forward to the next level, however her word recognition skills , according to this Informal Reading Inventory (IRI), is one year above her expected outcome.

Given that Jalissas last succeeded level of the word recognition skills was at level (6), I started her oral reading onle (1) level below that which was at level five (5); the level of her current class level. Below are the results of Jalissas Informal Reading Inventory (IRI) in oral reading, as she progressed through the test.

ORAL READING level Year five (5) Year six (6) Word Recognition Errors independent Independent Two (2) errors Two (2) errors Comprehension Scores Independent Score: eight and a half (8.5)

Instructional Score: seven (7) Score: five (5)

Year seven (7) Instructional Nine (9) errors frustration

Based on the both tables of results it can be analyzed that Jalisas Word Recognition Skills are one (1) level above her expected level/ outcome, which is excellent, however, her comprehension is at her expected level/ outcome, at one (1) above her current class level (year six/6) she meets the instructional level of Comprehension Skills but at two (2) levels above her current class level she meets the instructional level of Word Recognition Skills. At year seven (7) she is still at the instructional level in Word Recognition, but enters the level of frustration in Comprehension. Her level of frustration was not reached in Word Recognition Skills. Overall, I think that Jalissa performed well, without limitations of fear, nervousness or discomfort. This Informal Reading Inventory (IRI) has proved that Jalissa possesses a good command of word recognition skills via having a good command of phonics, syllabication and other methods of decoding words, however she is weaker in interpretation/ comprehension but is still performing at or above her expected average level. At this point, I see no need for any recommendations for special education or other special instructions. Jalissa should just continue to keep focused in order to maintain her present abilities to excel her potential.