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Student Data
Student is named ABG. She is in a full day kindergarten class this year. She
started kindergarten at four years old and is currently five years old. She is one of
the youngest in the class. She comes from a Hispanic background, but is not coded
as an ELL. ABG has an older sibling in third grade that helps her with her studies.
Her mother and grandmother are also teachers. ABG is doing well with her
academics and has no behavior issues according to her teacher. ABG is reading
books for beginning readers independently and will occasionally ask for assistance.
After reading her books, ABG takes an AR (Accelerated Reader) comprehension quiz
on the computer. Out of the 25 books shes read, ABG has scored 100% on 20 of
them.
Protocol/Assessment
The assessment used is an IRI (informal reading inventory) from the book
Comprehensive Reading Inventory by Cooter, Flynt, and Cooter. The purpose of this
and fluency. Data received from an IRI can help with determining the students
strength and weakness in reading and what instructional approaches to utilize for
intervention. To begin, the student reads the sentences for initial passage selection.
In this case, ABG read the three sentences from level 1 form A without aide but
selected for ABG to begin with. Next, the student is explained the procedure and
understands the expectations. The student reads silently and will then be asked to
retell the story. Afterwards, the student will read aloud for fluency and miscue
analysis. In the case of ABG, her method of reading silently to herself is to read
Mabel Tang
March 16, 2016
CIL621
AE#4
aloud to herself. Therefore, ABG read the story aloud twice: once for comprehension,
Results
After reading the story to herself, ABG retold the story and answered four out
of the eight comprehension questions unassisted, two out of eight were with
teacher prompting and support, and the remaining two she did not know. During
ABGs read aloud for fluency, she read 40 WPM. Using the miscue analysis to
identify her reading behaviors, ABG omitted eight words and did not realize it (she
skipped an entire line). ABG required teacher assistance on the word letter and
Conclusion/Assessment Standards
From this IRI, I was able to determine ABGs strengths and weaknesses in her
reading behavior. I am aware that ABG is able to read 0.5 to 1.0 leveled books
data. However, this assessment made me realize that ABG requires reading stories
more than once in order to fully comprehend. ABGs fluency is also in an appropriate
range for her grade level. She read 40 WPM and according to my colleagues
teaching first grade, their students would begin the school year with students
reading at approximately the same rate. The miscue analysis made me aware of the
fact that ABG does not realize her errors and attempts to self-correct, rather she
would continue until told otherwise. ABG also attempts to sound out unknown words
and will ask for help when she knows she is unable to decode. She will repeat the
word when assisted and continue her reading from that point. This data from the
assessment helps me understand ABGs reading behavior. With it, I can plan lessons
Mabel Tang
March 16, 2016
CIL621
AE#4
with a focus on comprehension during intervention and help ABG understand the
In terms of the assessment protocol, I thought it was easy and very thorough.
The instructions are clear and the book provides many examples as to how to fill in
the data sheets. However, I do recommend reading everything and being prepared
beforehand because this is not an assessment one would want to start without
reading ahead. I did find marking for the miscues to be rather difficult because I
have not had much experience in that area. I hope that with more practice, I would
References
Cooter, R. B., Flynt, E. S., & Cooter, K. S. (2007). Comprehensive Reading Inventory.