IRI Administration

IRI AdministrationJacqueline M. KuhnSpEd 667 OQApril 26, 2010

1Establish a rapportMake student feel comfortableExplain the IRI to put student at easeStress that it is not a test for a gradeLet the student know it is to allow you to get to know how they read

2Word Recognition InventoryPreparationBegin 2 grade levels below current level

Make word lists at least 3 grade levels above/below on index cardsAdministrationWork away from other studentsExplain procedureUse index/flash cardsKeep a record of correct/incorrect responses ( check mark with +/-)Continue with WRI until student misses 4 or more words at any levelStart the Oral Reading at the highest level where student made no errors

3Oral & Silent Reading PassagesOral ReadingBegin at highest reader level with no errorsTeacher introduces passageStudent reads passageTeacher records any errorsIf student reads at independent or instructional level ask comprehension questions (check mark if correct, record answer if incorrect)

Silent ReadingStudent reads passage without being able to review it firstTeacher asks comprehension questions (check mark if correct, record answer if incorrect)

**Move on to next level for Oral Reading until student reaches his/her frustration level**

4Listening Capacity TestDetermines comprehension by listeningTeacher can gauge students ability to listenCan identify those students who understand better through listening than readingTeacher can better plan for studentGiven when frustration level is approachingEvaluated same way as oral/silent reading

5The Nuts & Bolts of the IRI

6Why the IRI ?Know students strengths/weaknesses

Determines students reading level

Matches the student to the books he/she is able to read

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