The purpose of this study was to explore the relationships among summer reading camp participants' initial prosocial efficacy, reading motivation, and their reading skill changes. Despite the theoretical explanation of social and emotional learning (SEL), there is a lack of empirical studies demonstrating the complex relationships and processes…

The present study investigated some psychometric properties of the Basic Reading Inventory (BRI), a widely used informal reading inventory. The BRI and Dynamic Indicators of Basic Early Literacy Skills (DIBELS) probes were administered to 149 third, fourth, and fifth graders. Test--retest and alternate forms reliability analyses indicated adequate…

Over time, criticisms related to the technical rigor of informal reading inventories (IRIs) have led many to question using these assessment instruments for high- or low-stakes purposes. In this article, I examine reliability evidence reported in 11 new and updated IRIs and make comparisons with Spector's earlier analysis that revealed fewer than…

This study investigated the complexity of leveled passages used in four classroom reading assessments. A total of 167 passages leveled for Grades 1-6 from these assessments were analyzed using four analytical tools of text complexity. More traditional, two-factor measures of text complexity found a general trend of fairly consistent across-grade…

This study examined how effectively candidates in an MSEd in literacy education with a focus on reading program used the results from the Basic Reading Inventory to develop key instructional recommendations. The results indicated that, overall, candidates made about two thirds of the key recommendations suggested by an expert in the area of…

In order for students to learn how to construct meaning from text, teachers must apply instructional strategies that will help readers transition from simple decoding of words to fluent word identification. This article will provide an overview of the literature related to the role of fluency in reading; explain research-based recommendations for…

For this content analysis study, the author examined and cross-compared the various ways in which eight informal reading inventories (IRIs) published from 2004 to 2008 address key issues relevant to new U.S. federal guidelines and the National Reading Panel's five critical components of reading instruction. Results suggest the IRIs range in…

Describes four inventories in summary form to allow the reader to identify the ones that might best suit the assessment purposes and needs. (MG)

Discusses characteristics reading passages must have if they are to be used for main idea assessment. Analyzes each grade one to grade six passage on the Analytical Reading Inventory, Basic Reading Inventory, and Informal Reading Inventory, assessing suitability for use in main idea assessment. Finds many passages are unsuitable. (MM)

The Basic Reading Inventory, one method of evaluating reading performance and developing reading strategy, is an individually administered, informal reading test composed of a series of word lists and graded paragraphs which the child reads aloud to the teacher. Comprehension questions follow the reading of each paragraph. This manual explains the…

Examines the interclass and intraclass reliability of three published informal reading inventories and their alternate forms and concludes that though acceptable, the reliabilities of the inventories suggest the need for cautious interpretation. (HOD)

This paper describes the Basic Reading Inventory, an individually administered informal reading test composed of a series of word lists and graded paragraphs which the child reads aloud to the teacher. Comprehension questions follow the reading of each paragraph. The contents include: "Preface"; "Description of the Basic Reading…

Reports that reading instructional level scores of a teacher constructed informal reading inventory, the commercially prepared Basic Reading Inventory, the Metropolitan Achievement Test, and students' actual level of placement in books are roughly comparable but that the Wide Range Achievement Test reading subtest places children much higher. (FL)

Examines the utility of informal reading inventories (IRI) and acknowledges four limitations of the research. Indicates that no validity-enhancing measures were implemented in conjunction with the three IRIs analyzed. Suggests that IRI vocabulary questions do not appear to be useful. (MG)