Mabel Tang

March 16, 2016

CIL621
AE#4

Student Data

Student is named ABG. She is in a full day kindergarten class this year. She

started kindergarten at four years old and is currently five years old. She is one of

the youngest in the class. She comes from a Hispanic background, but is not coded

as an ELL. ABG has an older sibling in third grade that helps her with her studies.

Her mother and grandmother are also teachers. ABG is doing well with her

academics and has no behavior issues according to her teacher. ABG is reading

books for beginning readers independently and will occasionally ask for assistance.

After reading her books, ABG takes an AR (Accelerated Reader) comprehension quiz

on the computer. Out of the 25 books shes read, ABG has scored 100% on 20 of

them.

Protocol/Assessment

The assessment used is an IRI (informal reading inventory) from the book

Comprehensive Reading Inventory by Cooter, Flynt, and Cooter. The purpose of this

assessment is to examine the students independent reading level, comprehension,

and fluency. Data received from an IRI can help with determining the students

strength and weakness in reading and what instructional approaches to utilize for

intervention. To begin, the student reads the sentences for initial passage selection.

In this case, ABG read the three sentences from level 1 form A without aide but

struggled with a few words on level 2 form A. Therefore, a level 1 passage is

selected for ABG to begin with. Next, the student is explained the procedure and

understands the expectations. The student reads silently and will then be asked to

retell the story. Afterwards, the student will read aloud for fluency and miscue

analysis. In the case of ABG, her method of reading silently to herself is to read
Mabel Tang
March 16, 2016
CIL621
AE#4

aloud to herself. Therefore, ABG read the story aloud twice: once for comprehension,

twice for fluency and miscue.

Results

After reading the story to herself, ABG retold the story and answered four out

of the eight comprehension questions unassisted, two out of eight were with

teacher prompting and support, and the remaining two she did not know. During

ABGs read aloud for fluency, she read 40 WPM. Using the miscue analysis to

identify her reading behaviors, ABG omitted eight words and did not realize it (she

skipped an entire line). ABG required teacher assistance on the word letter and

laughed. She also mispronounced now as no and read as read in present

tense. Overall, ABG did well on a level 1 narrative as a kindergartener.

Conclusion/Assessment Standards

From this IRI, I was able to determine ABGs strengths and weaknesses in her

reading behavior. I am aware that ABG is able to read 0.5 to 1.0 leveled books

independently and comprehend what is read due to her AR (accelerated reader)

data. However, this assessment made me realize that ABG requires reading stories

more than once in order to fully comprehend. ABGs fluency is also in an appropriate

range for her grade level. She read 40 WPM and according to my colleagues

teaching first grade, their students would begin the school year with students

reading at approximately the same rate. The miscue analysis made me aware of the

fact that ABG does not realize her errors and attempts to self-correct, rather she

would continue until told otherwise. ABG also attempts to sound out unknown words

and will ask for help when she knows she is unable to decode. She will repeat the

word when assisted and continue her reading from that point. This data from the

assessment helps me understand ABGs reading behavior. With it, I can plan lessons
Mabel Tang
March 16, 2016
CIL621
AE#4

with a focus on comprehension during intervention and help ABG understand the

importance of rereading when something does not sound right.

In terms of the assessment protocol, I thought it was easy and very thorough.

The instructions are clear and the book provides many examples as to how to fill in

the data sheets. However, I do recommend reading everything and being prepared

beforehand because this is not an assessment one would want to start without

reading ahead. I did find marking for the miscues to be rather difficult because I

have not had much experience in that area. I hope that with more practice, I would

find that checking for miscues will be easier.

References

Cooter, R. B., Flynt, E. S., & Cooter, K. S. (2007). Comprehensive Reading Inventory.

Upper Saddle River, NJ: Pearson.