EDUC 603 Jennifer Cook by

Critical Reading Inventory

jen_lesher — 2017-06-21 18:11:40 UTC

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%

Qualitative Reading Inventory

jen_lesher — 2017-06-21 19:00:29 UTC

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

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

jen_lesher — 2017-06-21 19:16:47 UTC

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

Profiles in Comprehension

jen_lesher — 2017-06-21 19:25:13 UTC

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

Types of Open Ended Questions Found in Informal Reading Inventories

jen_lesher — 2017-06-21 19:31:32 UTC

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

Reading Models

jen_lesher — 2017-06-21 19:37:26 UTC

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

jen_lesher — 2017-06-21 20:18:36 UTC

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jen_lesher — 2017-06-21 20:28:16 UTC