READ 6310

Spring 2010

Informal Reading Inventory

Introductory Remarks

The following is a case study of a 13-year-old girl who agreed to take part to help diagnose any

and all reading problems. This evaluation of her reading ability began with a reading

interest/inventory survey followed by a series of diagnostic evaluations and recommendations to

improve upon any reading problems. Additionally, a full report detailing results and

recommendations will be offered to her legal guardian and assist with this case study for the

purposes of READ 6310 for Tennessee Technological University.

Report & Evaluation

Name: Suzie Que Date of Administration: April 16, 2010 (final)

Date of Birth: January 14, 1997 Date of Report: April 22, 2010

Chronological Age: 13-3 Name of Administer:

Grade: 7

Test Administered & Administration

I administered two separate informal reading inventories (IRI). The first was on March 1, 2010

to serve as a pre-assessment. This test was administered in my classroom, with no other students

or faculty present. The results of the IRI indicated that she had an instructional level of fifth

grade. The administration took 43 minutes for all of the IRI phases (word lists and passages).

Based on readability level and the results of her reading interest survey, I selected an excerpt

from Ann M. Martin’s A Corner of the Universe (2002) to use for further cloze and running

record assessments.

The second IRI was administered on April 16, 2010 in a Sunday school classroom of a local

church, as Suzie is on long-term suspension from school. The administration took 35 minutes,

with no interruptions for all of the phases of the IRI (word lists and passages).

Reason for the Referral

The student was referred for this project subsequent to the case study requirement for Tennessee

Technological University. Her language arts teacher suggested her as a candidate citing

“inability to focus”, “completely reliant upon decoding,” and “poor retention.” Her mother

granted permission and is anticipating a full report and frequent updates.

Background Information

“Suzie,” a 13-year, 2-month girl, currently attends seventh grade in a public inner-city school

located in Knoxville, Tennessee. Her TCAP scores indicate that she is below grade level in

reading and language arts. She is currently enrolled in the Language ! program. “Suzie” has

continual behavior problems that have recently placed her on several school suspensions,

currently she is serving a 10 day suspension and attending a disciplinary hearing.

Behavioral Observation

“Suzie” has been on long-term suspension, and was very pleased to be a part of our “book study”

once again. She appeared eager to participate and to do well, seemingly wanting to impress me.

She took the second IRI much more seriously than she did the first one. I shared her new level

with her, and she simply smiled.

Summary of the Results

The first IRI indicated that “Suzie’s” instructional level was fifth grade. This served as a guide

for all other evaluations that I administered to “Suzie”. She read six words incorrectly on one

sixth grade reading list, and seven on a second. On the fifth grade word list, “Suzie” made three

errors on both fifth grade word lists administered. This assessed “Suzie’s” frustration level to be

sixth grade and her instructional level to be fifth grade. The comprehensive analysis from both

oral and silent passages indicated a reading instructional level of fifth grade, as well. The oral

passage yielded one error, and the silent passage yielded two. I continued working with “Suzie”

using appropriate reading material as defined by the Gunning Fog readability formula.

The final IRI was surprising, as the student’s vocabulary and comprehension had both increased

an entire reading level. “Suzie” did not make any errors on the fifth grade word list, and she

missed three errors on the first sixth grade word list, and two on the second. This assessed

“Suzie’s” instructional level to be sixth grade, indicating an increase of one grade level since the

first IRI was administered on March 1, 2010. The comprehensive analysis from both oral and

silent passages indicated a reading instructional level of sixth grade, as well. Both the oral and

silent passages yielded two errors. “Suzie” reached frustration level almost immediately when

attempting a seventh grade word list, so there were no seventh grade passages assessed.

Implications for Instruction

Based on the favorable results, I am recommending that the teacher continue with the previous

recommendation to focus on vowel graphophonics and using context clues for meaning. “Suzie”

responds well to using books for instruction, however her language arts teacher is not able to

make accommodations for her in this manner at this time. Her teacher is beginning a novel study

with her class beginning on May 1, 2010. I have recommended working with “Suzie” inside the

context of this book. She and I have completed A Corner of the Universe, and she was proud of

herself for completing the book. Her language arts teacher and I have a plan for some activities

such as other cloze procedures, journaling, photo sequencing and folder games, a web quest, and

various other contextual activities in a literature circle setting with other students. I recommend

that both literature-based and guided instruction be implemented when working with “Suzie”.

While she needs motivation, she is able to be inspired. She is able to make large strides when

not affected by apathy. Recommendations to the parent have been made for “Suzie” to join the

school reading club and I have assisted in enrolling her in the summer reading program at the

public library.