INFORMAL READING INVENTORIES (I.R.I)

I.R.I-Assessment Tool Designed To Recognise Reading Dificulties

Table of Contents

Introduction3

Assessing Prior Knowledge and Vocabulary Difficulty5

Assessment Model and Procedures7

Dynamic, Criterion-Referenced Assessment in Reading8

The Student11

Case: Jake12

Preparation and Selection of Vocabulary12

Administration14

Preliminary Analysis15

Comprehension15

Vocabulary knowledge16

Further Assessment -Vocabulary Probe17

Interpretation20

Conclusion22

References24

Appendices31

I.R.I-Assessment Tool Designed To Recognise Reading Dificulties

Introduction

In this paper, I have recounted a form for assessment of vocabulary difficulty inside the structure of dynamic reading assessment. Third grader student, experiencing difficulty with vocabulary, is pursued through the assessment process. While she displayed quantitative shortfalls in vocabulary contrasted to the benchmark quotations measures of an Informal Reading Inventory (Harris & Hodges, 1981), she was mentioned for talk and dialect evaluation. Instructional programs for this student are furthermore presented.

When we analyze the connection between vocabulary information and reading understanding, we normally find a very high association (Davis, 1968; Thorndike, 1973). Yet endeavours to illustrate an easy causal relative between information of exact phrases and the understanding of texts encompassing those phrases have not been consistently successful. Markedly expanding the number of difficulty phrases in a text directs to poorer understanding, just as declining the number of dif. cult phrases directs to better understanding (Wittrock, Marks, & Doctorow, 1975), but educating students the dif. cult phrases before reading does not inevitably outcome in understanding profits (Memory, 1990). One interpretation of this last cited outcome is that understanding phrases well sufficient to choose befitting synonyms on a multiple alternative vocabulary check is not inevitably adequate for comprehension. The book reader should furthermore be rather well renowned with the heritage context and domain of information in which the phrases occur. A high school student may understand that a geologist investigations the annals of the soil through its rock formations, but this student will have difficulty comprehending the function of a geologist on a deep-sea expedition except she is furthermore cognizant of latest technological improvement that make it likely to study the soil under the sea floor. Thus we need to identify a distinction between phrase information as conventionally conceived (and measured) and the heritage or general information that may be essential for comprehending a granted text. This distinction is rather analogous to the distinction between a lexicon and an encyclopaedia, between delineation and a full- bordered concept. Nevertheless, it is through phrases that readers gain gets access to their applicable shops of knowledge—their mental encyclopaedias as well as their mental dictionaries—and through them that we consider that information in identifying understanding difficulties. Models of reading normally encompass vocabulary information as one component assisting to the understanding of text essential for accomplishing some reading task. When a student falls short to display good understanding, and publish abilities (decoding, integration, and  uency) are not the prime source of difficulty, the difficulty can occasionally be traced to need of familiarity with a specific phrases or words.

In this case study we present a case of reading assessment of students where vocabulary difficulties are disclosed and interpreted. The method utilised is a usual step-back dynamic reading investigation method in which curriculum-like jobs are utilised ...