In addition, specifications in Guidance for the Reading First Program (U.S. Department of Education, 2002) - aspects noted as weak with regard to IRIs published earlier (Kinney & Harry, 1991 Klesius & Homan, 1985 Newcomer, 1985). For example, federal guidelines specify that the screening, diagnostic, and classroom-based, instructional assessments used by schools receiving Reading First grants to evaluate K-3 student performance must have proven validity and reliability (U.S. law in 2002, the IRIs included in this analysis were limited to those published since 2002 because it was felt that they would be more likely to reflect features relevant to the policy changes than IRIs published earlier. Given the sweeping, education-related policy changes associated with the No Child Left Behind Act signed into U.S. Supplemented by other measures of literacy-related knowledge and abilities, as needed, IRIs contribute valuable information to the school’s instructional literacy program. For example, by charting and analyzing patterns in oral reading error types, educators identify whether students rely on one cueing system (i.e., graphophonic, syntactic, or semantic cueing system) to the exclusion of the others, as beginning readers typically do, or if they use a balance of strategies, as mature readers at more advanced stages do in their reading development when they encounter challenges while processing text. While IRIs serve a variety of purposes, perhaps their greatest value is linked to the important role they play in helping educators to diagnose the gaps in the abilities of readers who struggle the most.īased on notions implicit in developmental (Chall, 1983 Spear-Swerling & Sternberg, 1996) and interactive models of reading (Rumelhart, 1977 Stanovich, 1980), IRIs provide information about students’ reading stages and knowledge sources. They also use this information to match students with appropriate reading materials, place children in guided reading groups, design instruction to address students’ noted strengths and needs, and document reading progress over time. Using comprehension and word recognition scores for students who read the passages orally, along with additional factors taken into consideration (e.g., prior knowledge, fluency, emotional status, among other possible factors), teachers or other education-related professionals determine students’ reading levels. After reading each leveled passage, a student responds orally to follow-up questions assessing comprehension and recall. Typically, IRIs consist of graded word lists and passages ranging from preprimer level to middle or high school levels (Paris & Carpenter, 2003). IRIs are individually administered diagnostic assessments designed to evaluate a number of different aspects of students’ reading performance.
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