Traces the development of the informal reading inventory from its origins in the early 1900s and discusses its future as an assessment tool. (FL)

Examines 12 commercially prepared informal reading inventories and discusses the advantages and disadvantages, as well as the unique features of each. (FL)

The author analyzes four informal reading inventories (IRIs) designed for adult students. Evaluative data presented for each IRI include the following: information on word lists and passages and on comprehension questions, estimates of difficulty based on the Fry index of readability, and a summary of scoring and evaluation guidelines. (SK)

Emphasizes the importance of looking at the quality of a reader's miscues, rather than the quantity; presents an approach to analyzing a reader's miscues and determining what kinds of instructional approaches might be appropriate for that reader. (MAI)

Presents a study in which subjects were tested by a cloze test to ascertain their instructional level in the content areas of social studies and science. Indicates that the cloze procedure is a helpful method of evaluating student reading levels. (TJ)

Reports findings of a study to determine whether significant differences existed in the word recognition and comprehension instructional levels of male and female fifth- and sixth-grade students in below average, average, and above average reading groups when presented with low and high interest content in informal reading inventories. (FL)

Provides information about informal reading inventories (IRI), an early reading assessment. Explains what IRIs are; who should administer an IRI; when and how to administer an IRI; the reliability of data from IRIs; and the limitations of IRIs. (PM)

Notes that the goal of interactive assessment is to discover the conditions under which a student will succeed in reading, rather than simply describing a student's current status as a reader. Illustrates the differences between static and interactive assessment by presenting a case study of a seventh grade at-risk student. (RS)

Reviews the strengths and weaknesses of 5 representative standardized reading tests and 7 informal methods for testing reading. Lists 10 considerations to help in the selection, evaluation, and use of reading tests. (DMM)

Discussion of informal reading assessment procedures provides middle school teachers with several basic techniques for securing and using assessment data to implement an effective instructional program. (11 references) (MLF)

Representing a comprehensive description of the use of informal reading inventories (IRIs), this book is designed to provide teachers and reading specialists with practical strategies for forming diagnostic impressions that are useful for planning reading instruction. Respectively, chapters discuss (1) the purpose and nature of IRIs; (2)…

This study investigated the relationship between and among the results of three types of reading assessments in the first grade: a standardized reading test (the Stanford Achievement Tests); an informal reading inventory (the Classroom Reading Inventory); and teacher judgment of student rank in reading achievement. The study included 165 first…