Book and Reading Level Date of Administration
Total Words: Number of Miscues Analyzed:
Word Recognition Graphophonic Similarity Acceptability Self- Combined Rate
Accuracy-Total High Partial Low Syn. Sem. Correction Cues (wpm)
Morrow Free Recall Unaided Comprehension Total Comprehension
Discussion: [Report only scores from materials that are at instructional reading levels, unless the client has unusually unbalanced word recognition vs. comprehension patterns. Focus your discussion on how well the client is able to interactively take advantage of cueing systems to decode words and construct meaning. Remember your audience (parents and teachers) may not be familiar with the cueing systems or what they mean.]
The Critical Reading Inventory
The Critical Reading Inventory follows a format that is a bit different than the traditional informal reading inventory. The Critical Reading Inventory uses three distinct types of assessment of reading comprehension. Text-based items require the reader to recall information from the text or to make fairly obvious connections between and among ideas in the text. Inference items require readers to draw conclusions by relating items the information from the text to what they already know. Critical response items require the reader to address the “big picture” and arrive at statements of broader significance of the text.
A graded list of words is presented to the readers in 1-second flash and un-timed formats, and their performance determines the starting point of the reading assessment. Students are asked to read one passage orally and then do a retelling and answer questions on that reading. Miscue analysis is done for this oral reading. Word accuracy is also done for the oral passage. The whole passage is considered when calculating the word accuracy percentage. In the second passage, the students read silently. After completing, the students do a retelling and answer questions. Retellings are scored using a rubric that is provided. Questions for both oral and silent passages contain three types of questions: text based, inference and critical response. Scoring of the reading passages is as follows:
Level Reading Accuracy Average Comprehension
Independent 99% 90%
Instructional 95% 75%
Frustration 90% 50%
Critical Reading Inventory
Sentences Reading Passages
Level Sentence Errors Type Word Recognition Accuracy Retelling Text Inference Critical Total Silent Oral
For comprehension scores, the top number indicates the number correct answers and the bottom score indicates the number of questions. The total percent does not include retelling.
Date of Administration:
Gates-MacGinitie Reading Test
The Gates-MacGinitie Reading Tests represent a different approach to reading assessment than other measures used at BSU. The tasks presented are much simpler than those of the DRP. Two separate scores are presented, vocabulary knowledge and reading comprehension. The vocabulary measure requires students to select a synonym for the target word from a number of choices. No context is presented for either the target vocabulary words or the choices of synonym. The comprehension measure requires students to read very brief passages (well under 200 words) silently and answer a number of questions in a multiple-choice format.
A number of statistical representations of the raw score are made in order to provide interpretations of the reader’s performance on this measure. Percentile rank scores describe a student’s level or reading achievement in terms of relative standing within a group of students at the same grade level. A percentile rank of 50% is considered average. Stanine scores divide a set of scores into nine parts with a mean (average) of 5 based on the achievement of other students in the same grade. Stanines of 4-6 are considered “average” or “grade-level” achievement. Normal Curve Equivalents (NCE) scores are somewhat like percentile ranks, but have equal units. Thus a NCE score of 50 is the “mean” or average score. NCEs from approximately 40-60 are considered “average” or “grade-level” achievement. Like percentile rank and stanine scores NCEs are based on a comparison to other students in the same grade level. Grade equivalent (GE) scores, although frequently reported, are an inexact representation of achievement. The achievement of students “on or near grade level” are most accurately represented by grade equivalent scores. Outside of the “average” grade equivalent scores should be viewed as rough indicators of achievement. A fifth grader with an 8th GE score will probably not be ready cognitively for 8th grade concepts or work. A fifth grader with a 2nd GE score will generally be too intellectually advanced and/or mature to profit from much work in 2nd grade materials. Extended scale scores (ESSs) were developed so that progress in reading can be followed over a period of years on a single, continuous scale. Thus, they are roughly equivalent to the type of score used on ISATs, the RIT score. Te ESS scale, like the NCE scale, measures reading achievement in equal units, so that a difference of, for example, 50 ESS units represents the same difference all along the scale. The ESS scores for the Gates-MacGinitie Reading Test were developed by the test maker for this particular test based on students in the norming group. Thus, they cannot be compared to ESS scores reported on other assessments.
Raw Score Stanine NCE PR CE ESS
Date of Administration:
The Scholastic Reading Inventory (SRI)
The SRI assesses reading and matches students to books. It is a computer-based reading comprehension test for grades K-12 that assesses students’ reading levels and provides a Lexile measure. It measures comprehension of authentic literature, not just isolated vocabulary. The Lexile Framework provides teachers with lists of literary selections by instructional and independent reading levels as well as developmental and interest levels ensuring a good experience for every student. The Lexile Framework measures the difficulty of text using transformations of sentence length and frequency of word usage. Lexile scores are also reported by the Idaho State Achievement Tests (ISATs).
Scholastic Reading Inventory Results
Lexile Score Percentile Rank Stanine
Date of Administration:
Elementary Spelling Inventory
Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, provides a practical way to study words with students. Based on the research on invented and developmental spelling, the framework of the program is keyed to the five stages of spelling or orthographic development. The stages and approximate ages/grades of the program are:
• Emergent Spellers Ages 1-7 Grades pre-K to mid-1
• Letter Name Spellers Ages 4-9 Grades K to early 3
• Within-Word Pattern Spellers Ages 6-12 Grades 1 to mid-4
• Syllables and Affixes Spellers Ages 8-18 Grades 3 to 8
• Derivational Relations Spellers Ages 10+ Grades 5 to 12
The program emphasizes an analytical approach to phonics, vocabulary and spelling instruction. Students develop understands in all three areas by sorting, searching, writing and game activities. They also keep a word study notebook in which they keep lists of words representing the phonic and morphemic patterns they are studying.
Words Their Way Primary Elementary Inventory I
Date of Administration:
Number of Words Spelled Correctly:
Number of Words Attempted:
Initial Consonants /2
Final Consonants /5
Letter Name-Alphabetic Short Vowels /4
Digraphs and Blends /8
Within Word Pattern Long Vowel Patterns /6
Other Vowel Patterns /6
Syllables & Affixes Syllable Junctures, Consonant Doubling, Inflected Endings, Prefixes Suffixes
Harder Prefixes, Suffixes & Unaccented Final Syllables
Derivational Relations Reduced & Altered Vowels, Bases, Roots & Derivatives