SPC ED 587

Assessment II(NOTE: All the material in this handout is from the work of Drs. Karen Erickson & Stephanie

Spadorcia.)Sept. 13, 2006

“Adapted” Use of IRI• Use the Word Lists to assess Word

Identification

• Use narrative and expository passages to assess Silent Reading Comprehension (Print Processing)

• Use narrative and expository passages to assess Listening Comprehension

You will end up with THREE scores to compare.

All the material in this handout is from the work of Drs. Karen Erickson & Stephanie Spadorcia.

• Question you are asking:– What is preventing this student

from reading with comprehension one level higher?

Step I: Assessment• Compare student’s performance across:

– Word Identification,– Listening Comprehension and– Silent Reading Comprehension

All the material in this handout is from the work of Drs. Karen Erickson & Stephanie Spadorcia.

Assessing Word Identification

• Automatic Word Identification (Flash): – Assessed using words from graded word lists

printed on index cards.– Words are flashed for less than 1/4of a second.– 1 point for each word read when flashed.

• Mediated Word Identification (Analysis):– Assessed using words that were not read accurately

in the flash mode. – Students can look at word for 3-5 seconds. – 1/2 point for each word read with analysis.

• 17/20 (80-85%) point total = go on to next level.

Assessing Language Comprehension:

Listening Comprehension• Assess using graded passages from the

Informal Reading Inventory.• Read a graded passage aloud to the

student (NOT the same one as used for assessing reading comprehension)

• Ask the student questions orally about the passage; write down the child’s oral responses

• Go up and down levels until you reach the highest level at which student is 80% accurate in answering questions.All the material in this handout is from the work of Drs. Karen Erickson & S

tephanie Spadorcia.

Silent Reading Comprehension

• Assess using graded passages from the Informal Reading Inventory.

• Ask student to read the passage “to yourself” • Take the passage away from the student when

finished reading• Ask the student questions orally and you write down

the child’s oral responses• Go up and down levels until you reach the highest

level at which student is 80% accurate with questions.

All the material in this handout is from the work of Drs. Karen Erickson & Stephanie Spadorcia.

Now What?Step 2 Analyzing your assessment

results• Determine the strength area.

– Word ID is highest = then it is the strength

– Listening Comprehension is highest = language comprehension is strength

– Silent reading comprehension is highest = print processing is the strength.

• Tie – SRC is involved, print processing is strength; if

SRS is not involved, WID is strengthAll the material in this handout is from the work of Drs. Karen Erickson & Stephanie Spadorcia.

Now What?Step 2 Analyzing your assessment

results• Determine what is keeping child from

reading with comprehension one level higher:– Word identification – Language comprehension– Print Processing

• Plan instruction based on answer to this question

All the material in this handout is from the work of Drs. Karen Erickson & Stephanie Spadorcia.