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A Critical Analysis of Eight Informal Reading Inventories

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Title: A Critical Analysis of Eight Informal Reading Inventories
Language: English
Authors: Nilsson, Nina L.
Source: Reading Teacher. Apr 2008 61(7):526-536.
Availability: International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Peer Reviewed: Y
Page Count: 11
Publication Date: 2008
Document Type: Journal Articles
Reports - Evaluative
Education Level: Early Childhood Education
Elementary Education
Descriptors: Informal Reading Inventories, Phonemic Awareness, Criticism, Content Analysis, Reading Instruction, Educational Assessment, Public Policy, Phonological Awareness, Reading Comprehension, Reading Fluency, Vocabulary Skills, Reading Achievement, Reading Skills, Elementary School Students
Assessment and Survey Identifiers: Basic Reading Inventory
DOI: 10.1598/RT.61.7.2
ISSN: 0034-0561
Abstract: For this content analysis study, the author examined and cross-compared the various ways in which eight informal reading inventories (IRIs) published from 2004 to 2008 address key issues relevant to new U.S. federal guidelines and the National Reading Panel's five critical components of reading instruction. Results suggest the IRIs range in technical rigor, with only one providing sufficient reliability data to support use of alternate forms. Measures for comprehension and vocabulary are more common than for fluency, phonemic awareness, and phonics. Some of the IRI authors offer passages in Spanish. All of the IRIs have their strengths and limitations, but each one offers special features that set it apart from the others. Results have implications for literacy-related professionals searching for IRIs well-suited to various educational settings and classroom contexts. (Contains 1 table.)
Abstractor: As Provided
Number of References: 35
Entry Date: 2008
Accession Number: EJ817095
Database: ERIC
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  Data: A Critical Analysis of Eight Informal Reading Inventories
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  Data: <searchLink fieldCode="AR" term="%22Nilsson%2C+Nina+L%2E%22">Nilsson, Nina L.</searchLink>
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  Data: International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
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  Data: 10.1598/RT.61.7.2
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  Data: 0034-0561
– Name: Abstract
  Label: Abstract
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  Data: For this content analysis study, the author examined and cross-compared the various ways in which eight informal reading inventories (IRIs) published from 2004 to 2008 address key issues relevant to new U.S. federal guidelines and the National Reading Panel's five critical components of reading instruction. Results suggest the IRIs range in technical rigor, with only one providing sufficient reliability data to support use of alternate forms. Measures for comprehension and vocabulary are more common than for fluency, phonemic awareness, and phonics. Some of the IRI authors offer passages in Spanish. All of the IRIs have their strengths and limitations, but each one offers special features that set it apart from the others. Results have implications for literacy-related professionals searching for IRIs well-suited to various educational settings and classroom contexts. (Contains 1 table.)
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      – SubjectFull: Informal Reading Inventories
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      – SubjectFull: Phonemic Awareness
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      – SubjectFull: Criticism
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      – SubjectFull: Reading Comprehension
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      – SubjectFull: Reading Fluency
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      – SubjectFull: Vocabulary Skills
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      – SubjectFull: Reading Achievement
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      – SubjectFull: Elementary School Students
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