Running head: AE #3

Assessment Experience #3

Flynt / Cooter Informal Reading Inventory

By: Anja Fletcher

CIL 621

University of Nevada Las Vegas

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Assessment Experience #3

Flynt / Cooter Informal Reading Inventory

Student Data

“Amber” is eight (8) years old and is in 3rd grade at Richard Bryan Elementary School.

Amber resides in her home with her five (5) year old brother, who is both mentally and

physically disabled, and her Mom and Dad. Amber is very interested in learning about the solar

system and anything pertaining to animals. Amber shared with me her love for reading books of

her choosing, drawing, painting, and writing in a variety of forms.

Protocol/Assessment

Flynt / Cooter Comprehensive Reading Inventory-2 Sentences for Initial Passage Selection and

Assessment Protocols.

The Reading Inventory includes a series of sentences that helps the examiners choose the

reader's initial reading passage. The RIC also contains narrative passages which are leveled from

preprimer to 12th grade as well as a form which allows the examiner to analyze the student's

reading ability and also contains a miscue grid which assists examiners in identifying error

patterns made by students.

Results

The results indicate that student is at an independent Level 5, scoring a reading accuracy

rate of 98% and a comprehension level above 90%, only needing to be prompted on one

comprehension question. Student is at an instructional Level 6, scoring a reading accuracy rate

of 94% and a comprehension level below 89%, answering one questions unaided, requiring

prompting on four, and unable to answer three of questions. Student will be at a frustration

Level 7, struggling with the vocabulary and comprehension questions.

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While student can fluently read the Level 6 passage, there was an indication student still needs

work with comprehension skills at this level. Student had no problem answering questions that

could be pointed to in the text, but struggled when it came to the questions that required higher

order thinking. Although my results are succinct, I began with a Level 7 thinking this would be

instructional, I quickly realized I needed to move down a level and then began with Level 6,

stopped and had student complete Level 5, and then moved back to level 6 and completed that

assessment.

Thompkins Teaching Strategy

Question-Answer-Relationships – This teaching strategy is designed to teach students to

determine if they will find a comprehension question “right there” on the page, between the

lines, or beyond information contained within the text. This procedure can improve students'

reading comprehension; it teaches students how to ask questions about their reading and where to

find the answers to them; and, it inspires them to think creatively and work cooperatively while

challenging them to use higher-level thinking skills. This strategy would be in alignment with

Common Core Standards: RL.3.1 - Ask and answer questions to demonstrate understanding of a

text, referring explicitly to the text as the basis for the answers; RL.3.2 - Recount stories,

including fables, folktales, and myths from diverse cultures; determine the central message,

lesson, or moral and explain how it is conveyed through key details in the text; RL.3.3 - Describe

characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions

contribute to the sequence of events; (NVACS, 2019, p. 18) SL.3.4 - Report on a topic or text,

tell a story, or recount an experience with appropriate facts and relevant, descriptive details,

speaking clearly at an understandable pace. (NVACS, 2019, p. 41)

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This assessment is easy to administer and fairly easy to evaluate and provides

information for both reading fluency and comprehension. This assessment is limited in the

genres of passages and administering this to a less enthused student can prove difficult. I believe

the key in administering an assessment such as this is teacher enthusiasm, focused interest, and

dedication of time. This assessment can be time intensive and requires teacher and student

focus. As a literacy teacher I must be aware of preconceived notions of what I think the student

comprehends, as opposed to what they actually comprehend. Teaching at too high of a level can

create a problem both in the short and long term for my students. Developing strategies that

target student learning after conducting properly administered assessments will help not only this

student, but my future students. Before administering this assessment I familiarized myself with

how to properly conduct all of the protocols and I organized the material to lessen both my

frustrations as well as my student. Creating an organized environment as well as being an

informed proctor is the key to my success as well as the success of my students.

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References

Cooter, R., Flynt, E., & Cooter, K. (2014) The Flynt/Cooter comprehensive reading inventory-

2: assessment of K-2 reading skills in English and Spanish. Pearson.

Johnson, A. (2014). Diagnostic Reading Assessment: informal reading inventory. Retrieved

from https://youtu.be/EUldCNMosqs

Kellogg, L. (2014). Flynt Cooter Reading Assessment. Retrieved from

https://youtu.be/baIu2HAhiVQ

Nevada Department of Education. (2019). Nevada Academic Content Standards for English

Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.

Retrieved from

http://www.doe.nv.gov/uploadedFiles/nde.doe.nv.gov/content/Standards_Instructional_S

upport/Nevada_Academic_Standards/K-12_ELA_Standards_ADA_Accessible.pdf

Tompkins, G. (2013). Literacy for the 21st century: a balanced approach. Prentice Hall.