BASIC READING INVENTORY AS USED FOR LEARNING MEDIA ASSESSMENT
Overview
Levels are designated this way: o Pre-primer: two capital letters o Primer: one capital letter o Grades 1-9: two numerals are the same for each grade o Grades 10-12: the first two numerals
Forms A, B, C stories are 100 words long.
Forms LN and LE stories are 250 words long.
If you are testing an older student, but using material at the second grade level or below, you may want to reduce the size of the print, as not to offend them.
After determining the student’s approximate reading level: 1. Use Form A for testing the student’s efficiency in reading regular print. 2. Use Form B for testing regular print with magnifier. 3. Use Form C for testing regular print with CCTV. 4. Use a Large Print (L.P.) for testing large print. 5. There is also a Braille version available. You can also use whichever form you want to test for auditory or for silent reading.
This information then can be transferred to a table that shows which way the student can read at the quickest speed with the most comprehension. This table can be seen at the end of these instructions.
Basic Reading Inventory as Used for LMA Page 1 INSTRUCTIONS 1. WORD LISTS a. Based on teacher interview, review of records, or observation, choose a graded word list at a level that you think will be easy for the student. b. Ask the student to read the words to you as quickly as they can. c. If they get the word right, don’t do anything to mark it. d. If they get the word wrong, or say they don’t know the word, mark or circle it. e. Give them another try on the ones missed. f. Keep giving them the word list at the next level, and the next level, until they get frustrated or until they get miss 6 or more words.
2. TOTALLING THE WORD LISTS a. Total the number of words read correctly. b. Look at the bottom of the page where it says “Scoring Guide”. c. Circle the total of correct words for each level on that page. d. Look to see whether that number is in the Independent, Instructional, or Frustration column.This will give you a rough estimate of the reading level achieved on each list.
3. STORIES a. Choose a story one level below the highest independent level achieved on the word lists. b. As the student reads it to you, underline the words missed.
4. SCORING THE STORIES a. Count the number of words read incorrectly (miscues). b. Look at the bottom of the page at “Word Recognition Scoring Guide”. This will give you a good indication of the reading level this is for the student.
Basic Reading Inventory as Used for LMA Page 2 5. COMPREHENSION QUESTIONS a. Ask the questions to the story, marking their incorrect answers. b. Continue giving them the next level and the next level of the stories to read, until they become frustrated reading the story, or until they miss one-half of the questions.
6. SCORING THE QUESTIONS a. Count the number of questions answered incorrectly, and write the number in the “Questions Missed” box. b. Look at the bottom right of the page at the “Comprehension Scoring Guide” to get a good idea of their comprehension reading level.
7. DETERMINING THE RATE OF READING a. Time their story reading in total of seconds. b. Place that number to the left of the 6000 at the bottom center of the page, to divide. c. The answer you get after dividing, is a rough estimate of how many words per minute (WPM) the student was able to read. d. For example, if a student read the 2nd grade story “Bill at Camp” in 70 seconds, you would divide 6000 by 70. The result would be rounded out to about 86 WPM.
Basic Reading Inventory as Used for LMA Page 3 8. FILL OUT THE SUMMARY CHART BASIC READING INVENTORY as USED for LMA SUMMARY Grade WPM Comprehension Working Level Level Distance Regular Print Regular Print with Line Guide Regular Print with ___X Magnifier Regular Print with CCTV Large Print Braille Silent Auditory According to the results, this student reads the following most efficiently: ____ regular print ____ regular print with a line guide ____ regular print with a _____x magnifier ____ regular print with CCTV ____ large print at ____ point ____ braille
Student reads on the _____ grade level, which is: ____ on grade level ____below grade level ____above grade level
Student’s comprehension skills are: ____adequate ____inadequate
Student exhibits the following reading behaviors: ____has difficulty following a line a print ____loses place within a line ____jumps lines in return sweep ____relocates lines easily ____reads word to word, with little fluency ____reads fluently
Student may fatigue easily: ____because of nystagmus ____from lengthy reading assignments ____during long copying assignments ____with small print Basic Reading Inventory as Used for LMA Page 4