The Comprehensive Reading Inventory - EDU320

Report
THE COMPREHENSIVE
READING INVENTORY
By
Chanda Addington
Robert B. Cooter Jr., E. Sutton Flynt,
and Kathleen Spencer Cooter
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Published by Pearson Education, Inc. in 2007
It is used for measuring reading development in
regular and special education classrooms.
Can be used for students in kindergarten through
the twelfth grade.
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Five essential elements of reading:
1.
2.
3.
4.
5.
Phonemic awareness
Phonics
Reading comprehension
Reading fluency
Vocabulary development
Emily
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1st grade student
Moved into the community between Thanksgiving
and the first of the year
Lives with mother, father, and sister
Interest Inventory
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She had a hard time
answering the
questions
Sometimes the answer
corresponded to the
question but sometimes
it did not

Question #5: “Do you
ever read at home?”
 Emily
replied, “No, I
don’t know how to
read.”

Question #15: “What
makes a person a
good reader?”
 Emily
responded,
“They read us books.”
Reading Attitude Survey
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Happy
To find a book-She
anticipated her library
time
Reading a new book-She
was so excited, she
wanted to read it every
chance she had and to
anybody who would
listen.
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Sad
Reading books or
magazines at home-She
said she doesn’t have
magazines at home.
Complete workbook
pages at school-She was
unable to keep up with
the class, she would
refer to her neighbors
Initial Consonant Sounds Test (ICST): An Oddity Task
This
assessment
measures if a
child has
developed
awareness in
beginning
sounds of
spoken words
•
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She scored a
five out of a
possible ten

Developing
level
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•
•
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Soap
Car
Duck
Pig
Fish
Nest
Cat
Sun
Clock
Sock
Six
Man
Dog
Pack
Fan
Nut
Cake
Tree
Bee
Feet
Dog
Mop
Five
Fan
Leaf
Wheel
Nine
Tie
Bat
Fish
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The purpose of this test is to determine the child’s
ability to isolate individual sounds in spoken words.
Rubber Band Technique
Scored 3/15
Emergent level
Initial Sounds
live /l/
/p/ first response
/v/ second
Middle Sounds
did /i/
/n/
Ending Sound
call /l/
/k/
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This assessment indicates a slightly higher phonemic
awareness than for example, rhyming sounds.
She scored 30/30
Proficient level
Segmented Words
Blended Word
Correct Response? Y/N
M—ain
Main
Y
R—ate
Rate
Y
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Assesses the child for identification of upper and
lower case letters.
Scored a 23/26
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Developing level
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Ceiling for this assessment is two errors.
She read four out of twelve words correctly.
2.
3.
FORM A: LEVEL 1
1.
He wanted to fly.
The family got together.
The boy was jumping.
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She described or labeled three of the four pictures.
Stage one: “Early Connections to Reading.”
She displayed a limited sense of story.

She could not match letter-sound correspondences.
The Word
Response
mip
caw
pight
mrump
crown
treat
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In analyzing the results I would place her in the
beginning emergent stage.
Phonemic Awareness Tests:
 ICST
 PST
 BST
 LNT
 PQT
Developing level
Emergent level
Proficient level
Developing level
Emergent level

According to Multiple Paths to Literacy by J. Gipe,
she is in the pre-phonemic stage (186).
 She
“needs to learn to represent sounds.”
 encourage
invented spellings
 dialog journaling
 Language Experience Approach (LEA)
 rhyming books or/and predictable books
 A quote from Multiple Paths to Literacy states, “Children who
have had few experiences with language will need explicit
instruction in all aspects of literacy development (145).”

In Words Their Way by D. Bear, M. Invernizzi, S.
Templeton and F. Johnston, Mackenzie is considered
to be in the middle emergent stage because she
does not have phonemic awareness or letter sound
correspondence.
 This
book recommends that she sees and practices
writing.
 sentence
strips with familiar jingles or rhymes
 sorting objects, pictures and words by beginning sounds
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Bear, Donald R., Marcia Invernizzi, Shane Templeton, and Francine
Johnston. Words Their Way: Word Study for Phonics, Vocabulary, and
Spelling Instruction. 4th ed. Upper Saddle River, NJ: Pearson Prentice
Hall, 2008. Print.
Gipe, Joan P. Multiple Paths to Literacy Assessment and Differentiated
Instruction for Diverse Learners, K-12. 7th ed. New York: Pearson
Education, 2010. Print.

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