Manual for Administering, Scoring, and Using the Basic ...

1 DOCUMENT RESUMEED 108 158CS 001 946 TITLEM anual for Administering, Scoring, and Using theBasic Reading Inventory (Elementary Edition).INSTITUTIONI llinois State Office of the Superintendent of PublicInstruction, DATESep 74 NOTE99p.; Not available in hard copy due to marginallegibility of original documentEDRS PRICEMF-$ PLUS POSTAGE. HC Not Available from *Basid Reading; Diagnostic Tests; ElementaryEducation; *Informal Reading Inventory; Reading_Development; *Reading Diagnosis; Reading Instruction;Reading TestsIDENTIFIERS* Basic Reading Inventory!ABSTRACTThe Basic ReadingiWyentory,one method of evaluatingreading performance and developing reang strategy, is anindividually administered, informal readtest composed of a seriesof word lists and graded paragraphs which thchild reads aloud tothe teacher.

2 Comprehension questions followthe 'leading of eachparagraph. This Manual explains the purposes orthe inventory, givesdirections for storing and administering it, and provides concreteassistance for interpreting test findings so that the results can beused to enhance reading, instruction. Appendixes contain three formsof the inventory, aids for summarizing results, strategies forimproving reading, and sources for further information. (0)**DoCuments acqatred by'ERIC include many informal unpublished* materials not avai able from other sources. ERIC makes every effort ** to obtain the best copy available. nevertheless, items ofmarginal** reproducibility are often encountered and this affects thequality** of the microfiche and hardcopy reproductions ERIC makesavailable*,* via the ERIC Document reproduction Service (EPPS.)

3 EDRS is not* responsible for the quality of the originaldocueent2. Reproductions ** supplied by EDRS are the best that can be made from theoriginal.**U SMEET OF A V/NATIONAL INSTITUTE OFEDUCATIONTHIS DOCUMENT HAS BEEN REPROOUCEO EXACTLY AS RECEIVED FROMTHE PERSON OW ORGANIZATION ORIGINATING IT PCINTSAF VIEW OR OPINIONSSTATED 00 NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEOUCATION POSITION OR POLICYOFFICE OF THE SUPERINTENDENT OF PUBLIC OF ILLINOISMICHAEL J. BAKALISSUPERINTENDENTC:) Manual FOR ADMINISTERING, SCORING, AND USINGTHEBASIC READING INVENTORY(Elementary Edition)SEPTEMBER, 1974 CfN111B-44,7 JLAL),er,1 r "yv' \aThe Instructional Services Section of theDepartment of Instruction acknowledges thetalented efforts of the author and sincerelyappreciates his contribution of this L.

4 JohnsReading Clinic/Northern Illinois UniversityDeKalb, , OF THE Basic READING INVENTORYPURPOSES OF THE Basic READING INVENTORYTESTING MATERIALSThe ManualPerformance BookletsTest Cards for Word RecognitionTest Cards for the Graded Paragraphs14- 2333344- 5 ADMINISTERING AND SCORING THE Basic READING Rapport5 - 6 Administering the Word Recognition Test6 -10 Administering the Graded Paragraphs10-11 DETERMINING READING LEVELS11-13 What is the Independent Reading Level?13-14 What is the Instructional Reading Level?14 What is the Frustration Level?14-15 Determining Reading Levels from the Word RecognitionTest15 Determining Reading Levels from the Word RecognitionScore in Context17-18 Determining Reading Levels from the ComprehensionQuestions18-19 ASSIMILATING THE RESULTS FROM THE IIMSIC READING THE Basic READING INVENTORY TO ENBANLE INSTRUCTION.

5 22 Determining Strengths and Weaknesses in Word Attack .22-24 Determining Strengths and Weaknesses in Comprehension .24 Analyzing Miscues and Developing Strategy 'CONTENTS (Continued)APPENDICESA ppendix A: Basic Reading Inventory, Form AAppendix B: Basic Reading Inventory, Form BAppendix C: Basic Reading Inventory, Form CAppendix D:Aids for Analyzing Test ResultsAppendix E:Strategies for Common Reading MiscuesAppendix F:Readability Ratings for the Graded ParagraphsAppendix G:Sources for Further and prospctive teachers are generally interested in providingeffective reading instruction in their the same time.

6 Educators are aware of the fact that a large number of boys and girls donot read as well as they of reaXing achievement andnumerous research reports indicate that from ten to twenty-five per cent ofall students in school are experiencing difficulty in reading for avariety of approach to the solution of reading problems focuses on a search forprograms and materials that would better provide for the needs of the past decade an abundance of materials has been been modified alphabets ( , the Diacritical Marking System),programmed reading materials, multi-ethnic texts, so-called "linguistic"readers, phonics-oriented basal readers, high-interest low vocabulary books,materials Using records and filmstrips, entire reading systems, games andmany other types of with all these materials, there arestill children who are unable to make satisfactory progress in continued search for materials to solve children's reading difficultiesappears somewhat naive in light of available research years ago, twenty-seven first-grade reading studies were Lundedby the U.

7 S. Office of This coordinated,resparch endeavor washailed as "one of the truly unique and outstanding ventures in "2 From the research came many findings and conclusions are worthy of careful reflection by one approach [to teaching reading] is so distinctlybetter in all situations and respects than the othersthat it should be considered the one best method andthe one to be used tremendous range among classrooms within any method[of teaching reading] points out the importance of elementsin the learning situation over and above the methods em-' improve reading instruction, it is necessaryto train better teachers of reading rather than to expecta panacea in the form findings raise several zritical questions with regard to methodsand materials for teaching there was greater variationbetween teachers within the methods than there was between the methods,1 GuyL.

8 Bond and Miles A. Tinker, Readin: Difficulties: Their Dia nosis anand Correction (3rd ed.; New York:Appleton-Century-Crofts, Inc., 1973),pp. 9-10.`Theodore Clymer and Edward G. Summers, "In This Issue," Reading ResearcQuarterly, 2 (Summer, 1967), L. Bond and Robert Dykstra, "The Cooperative Research Program in First-Grade Reading Instruction," Reading Research Quarterly, 2 (Summer, 1967), importance of the teacher's role in the learning process is , then, the search for the remediation of children's reading problemsthrough a set of materials or a prepared program should be recurring emphasis on the importance of the teacher is of specialinterest with regard to the Basic READING the teacher is of crucual importance in many learning environments.

9 It is necessary to place increased emphasis on those elements generallybelieved to be essential for effective reading the firststep necessary in the development and execution of a successful reading pro-gram is the development of some method for diagnosing the specific readingneeds of each short, the teacher needs to: 1) identify thosestudents in her room who are experiencing difficulty in reading; and 2)uncover and study their specific types of reading difficulties so thateffective instruction can classroom teacher is often in the best position to determine whetheror not a student is having difficulty with can observe thechild daily in a variety of can note the kinds of miscueshe makes, what he can do easily, and what things cause hiM difficulty.

10 Shecan also evaluate the child's ability to apply his reading skills in variouslearning tasks occurring in the methods and techniques canbe used by teachers to assess a child's strengths and weaknesses in Basic READING INVENTORY is one such procedure the classroom teacher canuse for evaluating a child's reading performance and developing readingstrategy L. Rutherford, "Five Steps to Effective Reading Instruction,"The Reading Teacher, 24 (February, 1971), 416-421, OF TH SIC READING INVENTORYThe Basic READING INVENTORY, an individually administered informalreading test, is composed of aeries of word lists and graded paragraphswhich the child reads aloud to the questionsfollowthe reading of each the child reads, the teachernotes 'reading miscues such as mispronunciation of words, omitted words,reversals, repetitions, substitutions.