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)

The Informal Reading Inventories included in this booklet are designed to determine the independent, instructional, and frustration levels of a student. An inventory may be used as a quick means of determining the reading levels for a new student, as a means of determining reading groups, and as a simple diagnostic tool for determining deficient…

Several factors which often invalidate the obtaining of independent, instruction, and frustration reading levels with informal reading inventories are discussed. The classroom teacher's inability to note and evaluate errors in performance was noted in research studies by Kender, Millsop, Ladd, and others. The oral reading at sight which is…

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

Describes an informal reading inventory designed especially for secondary students which includes silent reading passages and an interest inventory. (MKM)

Suggests some important ways in which commercial informal reading inventories (IRI) differ from one another, reviews a representative sample of those currently in use, and includes a chart outlining the variable characteristics of the sample IRIs. (JM)

The use of informal reading inventories can help insure that students are provided with reading materials that match their reading ability. (MB)

Reports on a survey which indicates that classroom teachers rarely use the Informal Reading Inventory--a diagnostic and placement instrument for reading comprehension long recommended by teacher trainers. Suggests that teacher trainers focus on other more efficient means of obtaining reading diagnosis. (ARH)

Confirms previous findings that the word recognition criterion for instructional reading level should be set at about 95 percent for students reading at grade levels one through six. (FL)

Describes the method used at Northern Illinois University to place students in writing classes, which involves formal (i.e., Nelson-Denny Reading Test, Forms C and D) and informal (i.e., a three-part supplemental test comprising word-in-context items, textbook skills test, and speed and accuracy assessment) measures. (DMM)

Describes a group reading inventory that deals with high interest, adolescent-theme literature, noting its strong and weak points. (AEA)

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 procedure that allows teachers to identify and order the instructional needs of children through the use of an informal reading inventory. (FL)

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

Reviews ERIC documents dealing with the preparation and use of informal measures of reading comprehension. (DD)