The Informal Reading Inventory is a method used to assess individual student reading levels. This assessment should be performed multiple times a year.

Informal Reading Inventory

Do you like cookies? I bet you do. What kind of cookie do you like? Does it matter? Are all cookies the same, or are they fundamentally different from each other? Is a pumpkin cookie better than an oatmeal cookie? How can we really say?

What about children and their reading levels? Could it be true that all students in a single classroom must be at the same reading level? Does it matter? Is one fundamentally different from another?

I'm sure you'd agree that all children differ to some degree on all levels of academics, reading included. So, how does a teacher teach in a classroom where it is understood that not all children are on the same level? The Informal Reading Inventory (IRI) is a method of determining and tracking a child's individual reading readiness. It is a qualitative test, meaning that the teacher makes subjective decisions based on observations made during the test.

Purpose of the IRI

The IRI has five main purposes:

• To determine grade level

• To give the teacher subjective information on the reading strategies and behaviors each child is using

• To identify reading frustrations

• To give subjective information to supplement objective standardized testing

• To determine each students individual standing at four different reading levels

The different reading levels that are determined through the use of an IRI help teachers understand how a child is reading and comprehending under different scenarios in the classroom. Oral comprehension may not be the same as self-read reading comprehension, so it is important to test each different level.

Independent level refers to the grade level at which a child reaches 90% or greater comprehension levels when reading alone. When a student does not need any help to read and understand a passage, then an independent reading level has been established.

Instructional level is the level of understanding, both in comprehension and word recognition, that a student has when in a group setting. Basically, if assistance is required from others, whether it be from the teacher or other students, then the instructional reading level is being assessed.

Frustration level refers to the level at which a student shows clear signs of frustration. This indicates that the material is too hard or over the student's head.

Hearing capacity level indicates the level at which a child comprehends oral instruction. Children often have a higher capacity to comprehend material read to them over what they have read themselves. This level of the IRI helps a teacher understand what level the student's oral understanding is at, which, in turn, allows the teacher to understand what level the student is theoretically possible of attaining.

Through assessing each of these different reading levels, the teacher is able to customize an instructional plan for each child. This customization should support the student to progress in reading ability.

Procedures for IRI

The first step in the IRI is word recognition. This is the level at which a student can correctly read and pronounce graded word lists. To conduct this portion of the test, the teacher selects a word list that is at least two grade levels below the chronological grade level of the student. The student reads the words out loud. Counting off five points for each error, the student's word recognition level is determined by the highest level of which accuracy was scored at 90% or higher.

It is logical that the IRI starts with word recognition. A student obviously cannot read at a level higher than he or she can recognize words. By establishing a foundational reading level through word recognition testing, teachers set students up to succeed at reading instead of struggle through it.

The next step in the process is reading, in which the student reads out loud to the teacher with time and errors being documented. Starting at the reading level indicated by the word recognition portion of the test, the teacher should choose reading passages at appropriate levels. The teacher sets a timer and asks the student to read out loud. While the student is reading, the teacher documents errors and then the time it took the student to read the passage. Finally, comprehension questions should be asked to assess the student's understanding of what has been read. Multiple passages should be reviewed in one inventory.