Informal Reading Inventories (IRTs) are assessment tools that typically assess individual students' word recognition, oral reading strengths, weaknesses, fluency and comprehension through graded word lists and passages. They have become the most commonly used assessments of elementary grade students' reading (Johnson, '97) utilized by generations of classroom teachers and reading specialists.
However, the choice of an IRI is dependent on the reading situation in a class and the objectives of the teacher. A recently conducted study by Flippo et al., 2009, identified five (5) criteria that they considered to be the most salient characteristics by which an IRI should be judged. They were: content; the passages used; measuring comprehension; IRI administration; and interpretation of the results, along with subsequent instruction based on those results.
So, as educators, we need to ask the right questions about these areas, in order to chose the most suitable IRI that will cater to the needs of our students. It is important that teachers use this instrument to assess their students' reading skills, strategies and abilities, for it is only then that they can provide the most appropriate instruction for each child.
In our country, the academic school year will begin in a few weeks, and will provide teachers with the most opportune time to assess the reading abilities of their newly assigned students. The choice can be made whether to use the local IRI or a commercial one that could be adapted to meet your needs. However, it is only when the right questions are asked, will the right choices be made.
Reference:
Flippo, R. F., Holland, D. D., McCarthy, M. T., & Swinning, E. A. (2009). Asking the right questions: How to select an Informal Reading Inventory. The Reading Teacher, 63(1), 79-83. International Reading Association.
No comments:
Post a Comment