Describes procedures for constructing and administering informal reading measures on the secondary level and discusses the proper analysis of the test results. (MAI)

Offers suggestions for remedial reading teachers that should lead to improved reading ability for their students. (MKM)

A cloze procedure test presents a written passage in which every fifth word is deleted. The student must fill in the blanks with the words originally used in the passage. This article discusses the usefulness of the procedure as a diagnostic tool and for evaluating the suitability of instructional materials. (GC)

Concludes that modified standard reading inventories may be made more useful for assessing the specific abilities and needs of disabled readers. Offers suggestions for making modifications. (FL)

Although cognitive style affects test results, students of various cognitive styles are expected to perform equally well on standardized tests. Informal tests seem to be better for both impulsive and reflective style students. Perhaps a combination of standardized and informal testing is appropriate for making educational decisions about students.…

This book explains how to administer, score, and interpret the Basic Reading Inventory. Included are graded word lists and graded passages that can be used with students to help place them in appropriate reading materials, to assess their comprehension, and to determine their strategies for word identification. Significant additions to the seventh…

Argues that the ascertainment of reading levels based on number of errors is problem-creating and stresses the importance of Uninterrupted Sustained Silent Reading" for slow readers. (RW)

Offers evidence to show that the commonly used Betts-Killgallon word recognition criteria of 95 percent for designating instructional reading level is too high. A recent study of the informal reading profiles of 178 average-achieving first-through-sixth graders is included. Bibliography. (CM)

Reviews the literature concerning informal reading inventories and discusses a number of issues related to them, including question choice, scoring criteria, and allowable miscues. Offers guidelines for constructing and using the inventories. (FL)

Levels of comprehension skills in the reading of literary works are identified and represented in a set of questions comprising an informal reading inventory. Literal and inferential levels of comprehension are explained, and ground rules for developing a set of inventory questions are presented for use. (DF)

Reveals that the "Classroom Reading Inventory" is the most passage independent of three informal reading inventories administered to fourth grade students. Shows that the general information, vocabulary meaning, and affective question categories tended to be particularly passage independent. (FL)

A 21-year-old female English-as-a-Second-Language learner underwent a program of reading strategy instruction and detailed observation. Verbal data from the learner during reading sessions and her answers to a questionnaire and interviews described her reaction to the program. The example shows that teachers must identify students' strategies…

Examines the results of instruction in administering the Informal Reading Inventory (IRI) in three teacher training programs. Focuses on the examination of the scoring of the IRI in simulation exercises by preservice teachers after instruction in the administration and scoring of the IRI. Concludes that the preservice teachers did not accurately…