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The Motivation to Read Profile (MRP) Vs. The Elementary Reading Attitude Survey (ERAS)

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The Motivation to Read Profile (MRP) Vs. The Elementary Reading Attitude Survey (ERAS)

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Valid and reliable reading measure surveys that use quantitative data to assess student motivation

Can be used to monitor motivational interventions in the classroom and give teachers valuable insight into their students’ progress

Can be used to drive instruction in the classroom and give teachers a deeper look into students perceived competence in reading and the value they place on reading

Motivation to Read Profile

measures self-concept and task value in narrative and informational texts

includes a conversational interview

Elementary Reading Attitude Survey (ERAS)

concentrates on student attitudes towards academic and recreational reading

utilizes a survey with visual representations of the well-known cartoon character, Garfield, to represent each response

format is ideal for emergent readers, ESL students, and children with intellectual impairments

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Literalists- believe that all answers to all types of questions can be found in the text

Fuzzy Thinkers- use vague and  concepts and language

Left-Fielders-confidently answer with unpredictable, incoherent, and illogical responses

Quiz Contestant-rely on background information to find plausible response

Politicians- answer with whatever they believe the examiner wants to hear, but has little connection to text

Dodgers- reply with long responses that do not actually answer the question they were asked

Authors- add details, characters, and plot twists to the passages

Minimalists- give short and simple responses to high level questions

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The Critical Reading inventory is an informal reading inventory that assesses student reading abilities in the areas of word recognition, reading behaviors, retelling, and reading comprehension through the use of narrative and informational passages.
Assesses students using:

Interviews- teachers, parents, students

Word lists-

Flash

Timed

Oral reading-

Reading Accuracy Index- words read correctly

Meaning Maintenance Index- miscues that violate the sense of grammar and meaning

Retelling- includes a personal response

Comprehension of narrative and informational

Text based- recall information from the passage

Inference- draw logical conclusions

Critical response- analyze, react, and respond to the text

Reading Levels

Independent-read and comprehend successfully without assistance

Oral Reading 98-100%

Comprehension- 90%

Instructional-read and comprehend with assistance

Oral reading 93-97%

Comprehension 70-85%

Frustration- inadequate word recognition and comprehension

Oral Reading- < 92%

Comprehension - < 50%

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The Qualitative Reading Inventory-5 is an informal reading inventory that is given individually.

Focuses on a student’s abilities in word recognition, reading behaviors, and retelling through their reading of narrative and expository texts

Assesses oral and silent reading and listening ability of students Pre-Primer to High School

Measures Comprehension

Analysis of retellings

Explicit and implicit comprehension questions

Look backs

Think-alouds 6th and above

Can be used to:

Identify reading levels

Determine reader’s strengths and needs

Offers suggestions for interventions

Chart growth across school year

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Bottom Up

Emphasizes the power of the text

Fails to account for how the reader is constructing meaning through the text

Top Down

Emphasizes the abilities of the reader to construct meaning from the text based on their own experiences and knowledge

Does not account for the author’s purpose and intended meaning in the text

Leaves little controls placed on the reader

Interactive

Takes into account the simultaneous interactions happening between the text and the reader

Balances the importance of word recognition and comprehension

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Types of Open Ended Questions Found in Informal Reading Inventories

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Types of Open Ended Questions Found in Informal Reading Inventories

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Literal- stated explicitly in the text

Low-Level Inference- not stated directly in the text, but are obvious

High Level Inference- link background experiences with text in order to draw logical conclusions

Response Items- express and defend ideas related to the text using evidence from the text