This article describes a Tier 2 intervention program for fourth graders that is well suited to supporting implementation of the Common Core State Standards. Screening assessments and miscue analyses were used to clarify students' strengths and challenges. Students then attended only classes that were suited to their particular literacy needs,…

Informal classroom assessments remain essential tools for improving the instruction of students, even in an age of accountability testing. This article focuses specifically on Informal Reading Inventories (IRIs). Even though the growing number of commercially available IRIs has made choosing the ones most suitable for students' and teachers' needs…

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)

According to this study using both physiological and word recognition error criteria to ascertain students' reading frustration level, repetitions should be counted as errors to obtain authentic reading level scores on informal reading inventories. (TO)

Reviews the literature in the Educational Resources Information Center (ERIC) on diagnosing reading difficulties through the use of informal reading inventories. (RB)

Notes that the main problem with using Informal Reading Inventories (IRIs) for measuring reading growth is that running records and miscue analyses are gathered on variable levels of text that are appropriate for each child. Presents several possible solutions to the measurement problem beyond the simple profile descriptions usually reported from…

Supports the practice of requiring two readings of developmental reading lessons when using the Informal Reading Inventory to determine reading ability. (RB)

Contains a review and discussion of the informal reading inventory which is one of the most widely accepted techniques in the diagnosis of reading problems. (RB)

Reviews the literature and describes some of the confusion where reading levels overlap in informal reading inventories. (RB)

Argues that informal reading inventories fail on several points to provide accurate and reliable scores on the subskills of reading. Asserts that the inventories cannot properly be used to assess children's specific strengths and weaknesses. (FL)

Describes a new system for scoring informal reading inventories that helps eliminate problems inherent in other scoring systems. (DD)

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)

Provides a critical and comparative analysis of the major commercially produced informal reading inventories. Offers recommendations for those who are considering purchasing or using one of the inventories. (FL)