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Lessons Learned from Research about Informal Reading Inventories: Keys to Data-Driven Instructional Recommendations

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Title: Lessons Learned from Research about Informal Reading Inventories: Keys to Data-Driven Instructional Recommendations
Language: English
Authors: L'Allier, Susan K.
Source: Reading & Writing Quarterly. 2013 29(3):288-307.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Informal Reading Inventories, Data, Decision Making, Reading Instruction, Graduate Students, Teacher Education, Literacy Education, Expertise, Comparative Analysis, Educational Strategies, Miscue Analysis, Reading Rate, Inferences, Silent Reading, Evaluation Utilization
Assessment and Survey Identifiers: Basic Reading Inventory
DOI: 10.1080/10573569.2013.789780
ISSN: 1057-3569
Abstract: This study examined how effectively candidates in an MSEd in literacy education with a focus on reading program used the results from the Basic Reading Inventory to develop key instructional recommendations. The results indicated that, overall, candidates made about two thirds of the key recommendations suggested by an expert in the area of reading and reading assessment. Candidates needed to increase the specificity of strategies related to the recommendations and to decrease the number of low-priority recommendations. This article delineates suggestions regarding how teacher educators can help their candidates improve the quality and specificity of recommendations. (Contains 3 tables and 1 figure.)
Abstractor: As Provided
Number of References: 25
Entry Date: 2014
Accession Number: EJ1012384
Database: ERIC
FullText Text:
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  Data: Lessons Learned from Research about Informal Reading Inventories: Keys to Data-Driven Instructional Recommendations
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Informal+Reading+Inventories%22">Informal Reading Inventories</searchLink><br /><searchLink fieldCode="DE" term="%22Data%22">Data</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Expertise%22">Expertise</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Strategies%22">Educational Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Miscue+Analysis%22">Miscue Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Rate%22">Reading Rate</searchLink><br /><searchLink fieldCode="DE" term="%22Inferences%22">Inferences</searchLink><br /><searchLink fieldCode="DE" term="%22Silent+Reading%22">Silent Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Utilization%22">Evaluation Utilization</searchLink>
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  Data: This study examined how effectively candidates in an MSEd in literacy education with a focus on reading program used the results from the Basic Reading Inventory to develop key instructional recommendations. The results indicated that, overall, candidates made about two thirds of the key recommendations suggested by an expert in the area of reading and reading assessment. Candidates needed to increase the specificity of strategies related to the recommendations and to decrease the number of low-priority recommendations. This article delineates suggestions regarding how teacher educators can help their candidates improve the quality and specificity of recommendations. (Contains 3 tables and 1 figure.)
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