Overview

Students, education professors, K-12 classroom teachers, reading specialists, school psychologists and staff developers alike will find this resource a valuable instrument for measuring the reading progress of typical, remedial, and gifted readers. A thorough, diagnostic, research-based informal reading inventory-with clear, step-by-step instructions for administration-Analytical Reading Inventory offers everything needed for classroom assessment and direct, relevant advice about instructional intervention. Included is a Readers' Passages booklet and a DVD that includes Lecture Visuals (Show it!), Audio Clips (Listen to it!), Templates (Type or write on it!), and Video Clips (Watch it!).

Full Product Details

Author:   Mary Lynn Woods ,  Alden J. Moe
Publisher:   Pearson Education (US)
Imprint:   Pearson
Edition:   9th edition
Dimensions:   Width: 21.60cm , Height: 2.30cm , Length: 27.60cm
Weight:   0.821kg
ISBN:  

9780137012923

ISBN 10:   0137012926
Pages:   408
Publication Date:   30 June 2010
Audience:   Professional and scholarly ,  Professional & Vocational
Replaced By:   9780133441543
Format:   Mixed media product
Publisher's Status:   Out of Print
Availability:   In Print  
Limited stock is available. It will be ordered for you and shipped pending supplier's limited stock.

Table of Contents

Section I: Introduction What is an Informal Reading Inventory (IRI)? Description of the Analytical Reading Inventory (ARI) What Features Distinguish the ARI from Some Other IRIs? Who Uses the Analytical Reading Inventory (ARI)? Which Students Should Be Given the ARI? When Can the ARI Be Administered? How Is ARI Data Reported? Why Should ARI Data BE Kept in an Academic File? Description of ARI 9th Edition, Section-by-Section Informal Reading Inventory Background Knowledge What is the Difference Between Examiner Behaviors During Assessment And Teacher Behaviors During Instruction? What Do You Need To Know About Oral and Silent Reading? How Does the ARI Assess Fluency and Reading Pace? Do Readers Comprehend Narrative Passages Better Than Expository Passages? What Do You Need to Know About Quantitative & Qualitative Analysis? Section II: ARI Examiner's Passage Layout: A Distinguished Feature Examiner's Passage Layout: For the Importance of Context... Examiner's/Reader's Passage Line-for-Line Match... Textbox and Grid Layout: Easy to Record, Summarize, and Report... Part A: Sample Examiner's Passage Part B: Sample Examiner's Passage Part C: Sample Examiner's Passage Section III: ARI Case Study ARI Case Study Profile Record: Reader Summary Word Lists for Initial Placement Narrative Passages Independent - Listening Levels Science and Social Study Passages at Grade Level Case Study Narration Section IV: ARI Basics Step-by-Step Directions: Short Form... Step-by-Step Directions Step 1: Establish rapport and IRI Assessment Tone... Practice Example: Rapport, Assessment Tone, ARI Reader Interview Step 2: Record Responses to Reading Interview... ARI Profile Record: Reader Interview... Step 3: Record Word List Responses/Establish Initial Passage Placement... Practice Example: Word Lists... Step 4: Record Prior Knowledge/Prediction... Practice Example: Prior Knowledge/Prediction... Step 5: Code Oral reading Miscues... ARI Examiner's Chart: Miscue Codes... ARI Examiner's Chart: Q &Q Data... Step 6: Record Fluency... Practice Example: Fluency, Pace, Qualitative Factors... Step 7: Record Retelling/Summary Statement... Practice Example: Retelling/Summary Statement... Step 8: Record Comprehension Question Response/RTR... Practice Example: ARI Comprehension Question Types... Step 9: Record Scoring Guide Summary Data... Practice Example: Scoring Guide Summary... Step 10: Determine Silent Reading Level... Step 11: Determine Listening Level... Practice Example: Silent Reading and Listening Levels... Step 12: Determine Reading Level for Science & Social Studies Passages... Practice Example: Expository Text Elements Step 13A: Fill Out Cueing Systems Grid... Practice Example: Cueing Systems... Step 13B: Fill Out Talking-Data-Through... Practice Example: Talking-Data-Through... ARI Profile Record: Talking-Data-Through... Step 13C: Fill Out ARI Profile Records ARI Profile Card: Reader's Instructional Level ARI Profile Record: Reader Summary... ARI Profile Record: Class Summary... Section V: ARI Advanced Quantitative & Qualitative Data: Examiner's Chart: Q & Q Data... Five Readers' Q Factors Summary... Reader Control of Qualitative Factors... Definite & Transitional Instructional Levels... ARI Quick Assessment... ARI Profile Record: Quick Reader Summary... Section VI: ARI Progress Monitoring System Description of the ARI Progress Monitoring System Passage Selection Progress Monitoring Directions ARI Progress Monitoring Sample Templates... Examiner's Passage... Retelling/Summary Statement... Data Summary... Section VII: ARI Transition to Instruction Like Basketball, Like Reading... ARI Transition to Instructional Intervention... Intervention: Prior Knowledge/Prediction... Intervention: Oral Reading Miscues... Intervention: Fluency... Intervention: Retelling... Intervention: Say Something Stems... Section VIII: ARI Examiner's Passages Form A: Word Lists and Narrative Passages, Preprimer- Nine Form B: Word Lists and Narrative Passages, Preprimer- Nine Form C: Word Lists and Narrative Passages, Preprimer- Nine Form S: Expository Science Passages, One-Nine Form SS: Expository Social Science Studies Passages, One-Nine Section IX: ARI Development and Validation ARI Coverage of National Standards and Indicators Content Selection for Readers' Passages Readability and Vocabulary Diversity Results Field Testing Illustrations at Preprimer, Primer, and Level 1 Inter-Scorer Reliability Study Section X: Appendix Answer Keys... References...

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Author Information

Mary Lynn Woods has been an on-site language arts staff development consultant for over 20 years, working directly with K-12 teachers and administrators facilitating study groups and conducting in-classroom demonstration lessons, observations, and debriefing sessions. She also teaches language arts and reading diagnostic courses for the University of Indianapolis. Mary Lynn served as a classroom teacher for 18 years, teaching grades K-8.

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