assessment case study checklist rdg 3320 table of contents accurately reflects all contents all...

• Assessment Case Study ChecklistRDG 3320

• Table of contents accurately reflects all contents All appropriate materials present. Introduction: students self-selected name and discussion of familial situation. Discusses educational situation. Gives insights into personal likes and dislikes.

• Informal Reading Inventory - All copies of teacher pages present and marked. Silent, oral and listening tests present or explained. Graded word list present and complete. Evaluation Sheet present and complete. Reading Miscue Inventory - Burke Interview present and complete. Typescript present and complete (marked, coded, double spaced, percentages present at the end [ ie YYN ] ) Student copy of story present. Analysis of the student’s reading - All strengths and weaknesses noted and tied directly to some piece of data. “As you can seee in line 0312….or…on page 3 of the IRI” Strategy Lessons - A lesson that is to strengthen at least one strategy needed by the student. Lesson tied directly to observed behavior. Long Term Educational Plan - Plan discusses WHY each long term strategy is needed.

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Steps in the IRI - GWL

• Give San Diego Quick or graded word lists (GWL) (pp. 18-21) (p. 128 AND pp. 190-191)

• Locate a passage at the student’s placement level (pp. 21-30)

• Tell the student what will be expected during the assessment process

• Present the copy of the first passage to the student and read intro statement (student pages have symbols for levels--see p. 19 for key to symbols)

Steps in the IRI – Oral and Silent

• Ask the student to read the passage orally (p. 130)

• Mark all miscues on the teacher’s copy (p.194)• Remove the passage and ask the

comprehension questions• Record incorrect responses for later miscue

analysis (marking system p. 24)


• Present student with passage from a different form at the same grade level

• Read intro statement• Ask student to read silently and look up when

finished• Remove passage and ask comprehension

questions, record incorrect responses


• If student met criteria on word recognition and comprehension, move on to next higher level and administer oral and silent passages from the same two forms as before

• If student did not meet independent level, drop back to next lower grade passage and administer both forms at that level

• Continue to drop back until independent level is located


• If the initial passage presented was not at frustration level, go to the next level above that passage until frustration level is met

Steps in the IRI - Listening

• For listening comprehension level--read passages above frustration level aloud

• Ask comprehension questions

• Continue to read progressively higher passages until student falls below 75% comprehension

Analysis of IRI

• See pp. 89 for sample analysis

• See pages p. 114 for analysis forms

• See page p. 33 for crib sheet

• Make copies of forms and teacher documents

Selecting materials for your RMI

• Difficulty

– Challenging - Should be able to be read by the participant but they will have to use all available strategies. (I use highest instructional)

– Must generate at least 25 miscues. – Bring three different levels, just in case. (Your best

guess, one lower, one higher)

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• Text – 500 word minimum – Best – One continuous story. For very young

children, can be several related stories. (one author or one “theme”)

– Stories can come from either trade books of basals (Basal stories are usually about the right length and are already “leveled”)

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• Text Analysis – Predictability – Language Elements

• i. Syntax – Make sure the syntax is regular or at least familiar to the student.

• ii. Dialect – Should be familiar to the student.• iii. Genre – Should be of interest to the reader.

– Predictability – Text Format • i. Style (unique or familiar?)• ii. Is there a clear beginning, middle, and ending?• iii. Sequencing – Flashbacks, etc.• iv. Irrelevant information

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• Concept Load – Amount of “new” information

– Interest level


• Be sure that your texts is at the highest independent level received on the IRI.

• Be sure the text is about 400-600 words long

• To be used, the student must make at least 25 miscues

Mark and Code the Typescript

• See Wilde for help here

Analysis - IRI• The first thing to look at is the IRI. You already

have the reading levels established, now go back and look again.

• Look at whether the student reached the frustration level due to the number of miscues or due to the number of questions missed.

• These are significantly different types of readers and need different types of strategies. Too often we lump together students at one reading level as if we have grouped properly.

• Actually, kids at different levels who need similar strategies are better grouped together then kids at the same level that need differing strategies.

Analysis - IRI

• Look at the questions missed. • What level were they? • Did they miss detail questions or inference

questions? Kids who read for detail, but miss the larger picture certainly need different instruction than those who see big pictures, but not the details.

• Assessment is supposed to drive instruction, and this sort of elementary analysis helps.

Analysis - RMI

• Looking at the marked miscues, what sorts of miscues do you see?

– Are they grapho/phonic miscues (miscues that are grapho/phonically similar, but have different meaning, or no meaning at all [horse for house; ganat for gnat])?

– Are they semantic miscues (miscues that are driven by the search for meaning bereft of grapho/phonics [pony for horse; fly for gnat])?

– Are they syntactic or pragmatic miscues?

Analisys - RMI

• Are the miscues predictive in nature (do they seem to be based on the student’s notion of what SHOULD be coming next?)? An example of this could be a student who sees the sentence “The young man raced home so he would not be late for his diner.” And reads it “The young boy ran home so he would not be late for supper.”

Analysis - RMI

• Are the miscues confirmed or disconfirmed? – Did they go back and fix them? Why did they

fix them? – Did they seem to see that the grapho/phonics

did not fit and fix them because they either did not look or sound right?

– Did they fix them because they did not make sense (semantic)?

Burke Interview

• How does what the student gave you on the Burke correspond to what you see in both the IRI and the RMI?

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