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Summary EDUC 554 Week 5 Assignment Literacy Assessment Toolbox.docx EDU 554 LITERACY ASSESSMENT TOOLBOX EDUC554: Reading and Language Acquisition (D04) 1 Candidate Name LeAndra Spivey 2 School District Grade level Prince William County 4th grade I$7.49
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Summary EDUC 554 Week 5 Assignment Literacy Assessment Toolbox.docx EDU 554 LITERACY ASSESSMENT TOOLBOX EDUC554: Reading and Language Acquisition (D04) 1 Candidate Name LeAndra Spivey 2 School District Grade level Prince William County 4th grade I
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EDUC 554 Week 5 Assignment Literacy Assessment T EDU 554 LITERACY ASSESSMENT TOOLBOX EDUC554: Reading and Language Acquisition (D04) 1 Candidate Name LeAndra Spivey 2 School District Grade level Prince William County 4th grade Informal Reading Inventory Tool 1. Describe the IRI y...
educ 554 week 5 assignment literacy assessment toolboxdocx edu 554 literacy assessment toolbox educ554 reading and language acquisition d04 1 candidate name leandra spivey 2 school dis
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EDU 554
LITERACY ASSESSMENT TOOLBOX
EDUC554: Reading and Language Acquisition (D04)
1. Candidate Name LeAndra Spivey
School District Prince William County
2. Grade level 4th grade
Informal Reading Inventory Tool
1. Describe the IRI you have created.
This Informal Reading Inventory is a passage with 200 words and three comprehension
questions. The IRI is scored in real-time by a teacher/co-teacher, or a teacher and a certified
paraprofessional; it is recorded for the two scorers to listen to correct scoring errors that may
have occurred during real-time, scoring to increase validity and accuracy. It measures word
recognition and comprehension using reading errors in combination with miscue analysis
(word substitution that may or may not change the meaning of the sentence/passage). Students
will read the passage silently, then orally. During the oral reading, the examiners will record
the student and keep a running record of reading errors i.e. mispronunciations, skipped words,
words the teacher helps with, etc. The examiners will then listen to the recording and verify
these errors or eliminate those that were incorrectly marked. The examiners will then conduct
a miscue analysis by identifying how many sentences were read correctly. Sentences where
students made substitutions for words that are synonymous or did not change the meaning of
the sentence or passage should be counted correct.
2. Insert sample IRI you have created.
A Butterfly’s Life
Butterflies do not look like their parents when they first start out. The female butterfly lays a
tiny
egg on a flower, tree, or other plant. These plants will be food for the young caterpillar when it
is
time for it to hatch. When the egg hatches, the caterpillar crawls out. The caterpillar is very
hungry and begins to eat leaves, stems, and other plants. As the caterpillar eats, it starts to
grow
very big. They grow so big that they must shed their skin! Sometimes, caterpillars shed their
skin
many times. When caterpillars grow big enough, they find a tree leaf or a nearby plant and
wrap
themselves in a case called a chrysalis. This chrysalis is normally the color of its surroundings,
this is called camouflage. This keeps the caterpillar stays safe as it transforms inside the
chrysalis. When the time comes, the chrysalis begins to crack open, and a beautiful butterfly
comes out! Butterflies can be very colorful. They are most active in the months during Spring
and Summer when the weather is warm. They find their mate in warm months and lay more
eggs. This life cycle repeats with each tiny caterpillar egg.
# of errors # incorrect sentences:
Total # of words: 200 Total # of sentences: 16
Error %: (# missed/200) Miscue total: /16
, Comprehension Questions:
1) What is the passages main idea?
a. How much a caterpillar eats.
b. The lifecycle of a butterfly.
c. How a caterpillar makes a chrysalis.
2) Retell the passage in your own words.
3) Why do butterflies lay their eggs on or near plants?
3. List research-based article #1 title and author(s).
Accuracy in Identifying Students’ Miscues During Oral Reading: A Taxonomy of Scorers’
Mismarkings by Reed,Deborah K., Cummings, Kelli D., Schaper, Andrew, Lynn, Devon,
and Biancarosa, Gina
4. Summary of research-based article supporting this assessment tool. (150-200 words).
This article discusses the issues of scoring errors that IRI’s often note that are inconclusive of
the
students’ actual reading ability. The authors developed a study in which scorers of varied
experience conduct an
IRI and compare score results. One group of examiners conducted their test in real-time,
keeping a running score
of students’ oral reading. Another group scored as they listened to the recorded versions of the
same students’
oral reading. The last group served to compare the results from the two scoring groups and
reports discrepancies.
After analyzing the results, the authors found a substantial difference in reported miscue
errors. The authors offer
many approaches to implement in effort to minimize scoring errors such as having two
teachers or certified
professionals score simultaneously, utilize recordings to correct original scoring error, and/or
adding text features
to help convey specific instructions for the reader and the examiner.
5. List research-based article #2 title and author(s).
Metatheoretical Differences between Running Records and Miscue Analysis: Implication for
Analysis of Oral
Reading Behaviors by Harmey, Sinead and Kabuto, Bobbie
6. Summary of research-based article supporting this assessment tool. (150-200 words).
In this article, the authors identified the beliefs associated with using running records and
conducting a miscue analysis to indicate students’ oral reading ability. Authors discuss each
method as well as how they are conducted and the area of oral reading they indicate. The
authors discuss the difference in what information from the oral reading is examined for each
approach. In a running record, examiners only look at “grammatical, meaning, and visual
cues”, but in the miscue analysis the examiner considers context miscues.
Essentially one refers to mechanics and the other function/context. The article suggested both
methods affect
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