122 Section 7. Summary of Administration Procedures for The Critical Reading
Inventory. Rapport. • Establish rapport with the child; use the Child Interview form
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Summary of Administration Procedures for The Critical Reading Inventory Rapport • Establish rapport with the child; use the Child Interview form to assist in this activity. • Explain the purpose and process of the assessment, answer any questions and address any concerns.
Word Lists • Start at least two levels below grade level. • Flash 1-second exposure using two index cards; record child’s exact (phonetic) response in case of a miscue; use “” to indicate a correct response. • Untimed 10- to 15-second exposure to allow the child to “decode” or correct miscues from the flash portion. • Discontinue once the child has scored 70% or less on the Flash portion.
Passages • Start with oral reading at the highest level at which the child attained 100% on the Flash portion of the word lists. • Introduce the process for the passages by reading the Introductory Statement on the Examiner’s Copy of the CRI. • Record the child’s oral reading miscues on the Examiner’s Copy, using the notation guidelines on the next page; later you will calculate the RAI and MMI for each oral reading passage that the child has completed. • Remove the story from the child and ask the child to retell the story to you; record his or her retelling verbatim for scoring later. If the child does not do so in the course of the retelling, remind the child, “Tell me what you thought about the passage.” • Ask the comprehension questions and record the child’s exact responses. Score as you go if you are an experienced user. Otherwise, estimate the level of the child’s performance so that you do not exceed the child’s Frustration Level. • Follow the same procedures for the silent passage at each level (except, of course, for recording the oral reading performance). • Estimate the average for the oral and the silent comprehension performance after each level is administered. • Stop when either the oral reading performance RAI score is 90% or less or when the average (oral silent reading comprehension2) is 50% or less. • Proceed to listening comprehension assessment if the child’s Instructional Level is below the child’s grade level or if you note that word recognition problems are seriously affecting comprehension. • If you start with a level where the child does not obtain an “independent” score on oral reading performance andor comprehension average, then go down a level until an independent level is established.
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Estimating Levels Oral Reading Performance Independent Instructional Frustration
Comprehension Average
98–100 93–97 92 or below
90 70–85 50 or less
Oral Reading Miscue Recording Procedures for The Critical Reading Inventory Scoreable Miscues • Substitutionsmispronunciations • Omissions • Insertions • Teacher Provided
Coding System for Miscues Write phonetic spelling over word Cross out omitted word Write inserted word in text Circle wordnote with “TP”
Scoreable Miscues—Special Cases • Same error repeated more than once, counts only as one miscue For example, says robe for rode three times in the story 1 miscue • Skips a whole line of print or several words in a line 1 miscue • Reversals 1 miscue Nonscoreable but Recorded Oral Reading Behaviors • Self-corrections • Dialect mispronunciationsomissions For example, the child leaves off word endings in both speech and oral reading • Proper name mispronunciation • Inappropriate pauses or hesitations • Repetitions • Finger-pointing • Head movement • Subvocalization during silent reading • Skipped punctuation • Word-by-word reading • Inappropriate pacing
Use check mark or “SC”
Note phonetic spelling with “D” Note phonetic spelling Note with slash (/) Underline the text FP HM SV Circle punctuation mark WW SlowFast
Procedures/Forms/Records 123
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Oral Reading Fluency Rubric Name: ___________________
Grade: ____
Date: ______
Examiner: ____________
Excellent (4 points) • • • •
Reading is fluent, confident, and accurate. Intonations support meaning of the text. Natural use of and appreciation for punctuation. Pacing rapid but smooth and unexaggerated. Good (3 points)
• Reading is fluent and accurate for the most part but reader occasionally falters or hesitates. • Intonations are largely meaningful but may include exaggerations or inflections inappropriate for the text. • Solid use of punctuation as an aid to intonation. • Reading is well-paced with only occasional weakness in response to difficulties with the text. Inconsistent (2 points) • Reader lacks confidence at times and reading is characterized by frequent pauses, miscues, and hesitations. • Intonation is characterized by some joining of words into meaningful phrases but this element often breaks down when the reader encounters difficulties. • Reaction to punctuation marks results in pauses that are inappropriately long or short. • Pacing is relatively slow and markedly slower (or markedly faster) when reader encounters difficult text. Weak (1 point) • Reader consistently lacks confidence and occasionally lapses into word-by-word reading with frequent meaning-violating miscues. • Intonation is largely flat with lack of enthusiasm. • Punctuation is occasionally ignored and meaning is distorted. • Pacing is either very slow or inappropriately fast. Poor (0 points) • Largely word-by-word reading with little or no inflection, numerous meaning-violating miscues, some of which may be nonwords. • Intonation is almost completely absent. • Frequent ignoring of punctuation. • Pacing is painfully slow and halting.
Note: Fluency should be assessed at the reader’s instructional level. Fluency should not be interpreted apart from the reader’s comprehension performance.
124 Section 7
/4 /4 /4 /4 /4
Fourth
Fifth
Sixth
Jr. High
Sr. High
Question Type:
Oral Comprehension, Fluency, and MMI
Comprehension and Retelling Scores
Word List and Miscue Analysis:
Text-based: Inference: Critical:
Oral
Silent Text-based: Inference: Critical:
Oral comp. % Fluency
MMI
Flash MM
Oral comp.%
Retelling
Comp. %
Silent Comp. %
Retelling Score
Oral
MMI
Comp. %
RAI MV
Silent
Retelling
MMI Non-words
/4
/4
/4
/4
/4
/4
/4
/3
/3
/3
/3
/3
/3
/3
/3
/3
/3
/2
/2
/2
Listening Comp. %
Text-based: Inference: Critical:
Oral comp. %
Oral: Silent: Average:
Oral
MMI
Comp. %
RAI MV
Silent
Retelling
MMI Non-words
Frustration Level _______________
/3
/3
/3
/3
/3
/3
/3
/3
/3
/3
Silent– Average Critical Oral & Silent
Examiner _______________________
Silent– Inference
Flash MM
Silent– Text-based
Date of Testing ________
Highest Instructional Level _______________
Oral: Silent: Average:
MMI Non-words
RAI MV
/3
/3
/3
/3
/3
/3
/3
/2
/2
/2
Oral Critical
Level One Interpretation
/3
/3
/3
/3
/3
/3
/3
/3
/3
/3
Oral Inference
Oral: Silent: Average:
Flash MM
Highest Independent Level _______________
/4
Third
Level:
/4
Second
Oral Text-based
/3
Retelling Score
First
Oral Comp. %
/3
Context RAI MMI
Primer
Untimed /3
Flash
C.A. __________
Comprehending and Responding to Text
Grade __________
PrePrimer
Level
Word List
Name _________________________________ _____
Critical Reading Inventory—Recapitulation Record—Narrative Passages
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130 /4 /4 /4
Sixth
Jr. High
Sr. High
Question Type:
Oral Comprehension, Fluency and MMI:
Comprehension and Retelling Scores:
Text-based: Inference: Critical:
Oral
Silent Text-based: Inference: Critical:
Oral comp. % Fluency
Flash MM
Oral comp. %
MMI
Silent Comp. %
Oral
MMI
Comp. %
RAI MV
Silent
Retelling
MMI Non-words
/4
/4
/4
/4
/4
/4
/4
/3
/3
/3
Text-based: Inference: Critical:
Oral comp. %
Oral: Silent: Average:
Flash MM
/2
/2
/2
/2
/2
/2
/2
/2
/2
/2
Silent– Average Critical Oral & Silent
Listening Comp. %
Oral
MMI
Comp. %
RAI MV
Silent
Retelling
MMI Non-words
Frustration Level _______________
/4
/4
/4
/4
/4
/4
/4
/3
/3
/3
Silent– Inference
Examiner ______________________________
Silent– Text-based
Highest Instructional Level _______________
Oral: Silent: Average:
Retelling
Comp. %
/2
/2
/2
/2
/2
/2
/2
/2
/2
/2
Oral Critical
Retelling Score
Date of Testing ________
Level One Interpretation
/4
/4
/4
/4
/4
/4
/4
/3
/3
/3
Oral Inference
Oral: Silent: Average:
MMI Non-words
RAI MV
Flash MM
/4
Fifth
Word List and Miscue Analysis:
/4
Fourth
Highest Independent Level _______________
/4
Third
Level:
/4
Second
Oral Text-based
/3
Retelling Score
First
Oral Comp. %
/3
Context RAI MMI
Primer
Untimed /3
Flash
C.A. __________
Comprehending and Responding to Text
Grade __________
PrePrimer
Level
Word List
Name ____________________________
Critical Reading Inventory—Recapitulation Record—Informational Passages
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RAI: MMI: Non: MM: MV:
Text
MM
Non-words
MMI ______
MV
Age ______ __________________
Text
RAI ______
Miscue
MM
Non-words
MMI ______
MV
Highest Instructional Level __________
Grade ______ _______
Miscue
MM
RAI ______
Text
MV
MMI ______
Non-words
Frustration Level ____ ________
Count the number of scoreable miscues from Column 1 and use the Miscue Chart for that passage to obtain the RAI. Count the number of meaning-violating miscues and use the Miscue Chart for that passage to obtain the MMI. The number of meaning-violating miscues that were Non-words. Miscue that represents an attempt to maintain the sense of the text. Miscue that violated the sense of the text.
RAI ______
Totals
Miscue
Highest Independent Level ____ _________
Student ___________ _______________________________
Miscue Analysis Worksheet
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