Forty first-grade and third-grade students participated in an investigation of differences between oral reading strategies of students taught with a phonics emphasis and those of students taught with an analytic-eclectic program. Results from analysis of a reading miscue inventory used with each student indicated that miscue patterns are directly…

In order to investigate whether the reading process develops similarly in languages where grapheme-phoneme relationships are more consistent, or where there is less word-order constraint, than in English, oral-reading-error analysis was extended to a language other than English. Errors evaluated were made by five Colombian second graders and six…

Drawing on results from informal reading inventories and studies of oral reading behavior, a theory is presented to describe the process of learning to read. Reading is seen to be broader than a skill and more like a repertoire with many abilities, aptitudes, and special accomplishments performing in concert. This repertoire is acquired in four…

Discusses the evaluation and testing procedures schools use to evaluate and test reading achievement. Identifies three major categories of tests: achievement/survey, diagnostic, and informal reading inventories. (AEW)

Indicates that the format and use of the informal reading inventory need to be modified in order to address recent research findings of schema theory, text analysis, and metacognition. (FL)

Homogeneous grouping does not necessarily provide a setting for greater gains in reading achievement. Teacher-use of informal reading inventories, such as cloze is os suggested for accurate placement of children in reading groups. (NH)

Reports the results of a study that examined the technical adequacy of three selected informal reading inventory procedures. (AEA)

Cautions that weighting errors on an oral reading test in line with miscue analysis procedures can lead to inappropriate independent reading level placement. (MKM)

Describes the test, The Degrees of Reading Power, developed by the New York State Education Department for use as a formalized "informal reading inventory." (MKM)

Presents a dynamic reading assessment procedure (DAP). Argues that the procedure is particularly valuable for use with at-risk learners because both cognitive and affective variables are assessed. Notes that the readers' strategy use and knowledge, as well as their adaptability and attitude toward reading instruction, can be determined. (RS)

Focusing on better assessing the thinking, or meaning-making, aspects of reading that are emphasized in current views of the reading process, this book presents the Informal Reading-Thinking Inventory (IR-TI) which offers options to enhance assessment beyond assessing students' listening level, oral reading of words, and basic comprehension. The…

Focusing on the affective aspects of children's learning, this book presents a view of learners with special needs in the widest sense, including their responses to their environments at school and at home; and the dynamics of the literacy-learning processes--how to view them and what to look for. The book also introduces BRAT (Building Reading…

Applicable to all levels of education, the eight digests and four FAST (Focused Access to Selected Topics) bibliographies included in this special collection focus on testing and assessment in the fields of reading, writing, listening, and speaking. The material in this special collection is designed for use by teachers, students, administrators,…

A study compared performance on a silent informal reading inventory and achievement on a standardized reading test, focusing on students' individual skill needs and how effective tests were in identifying specific strengths and weaknesses in these skill areas. Subjects, 25 students entering fourth grade in a primarily middle class suburban…