Comprehensive Reading Inventory

Comprehensive Reading Inventory : Measuring Reading Development in Regular and Special Education Classrooms

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Description

This is the only comprehensive reading inventory on the market to assess the "Big Five" components of reading instruction as identified by the National Reading Panel: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Derived from the Flynt/Cooter Classroom Reading Inventory, this informal classroom inventory offers teachers of preschool through Grade 12 the simple, straightforward miscue analysis method for assessing their students' level of competency in reading comprehension and fluency.In addition this text provides easily administered assessment tools for discerning students' development in phonemic awareness, phonics, and vocabulary. Additional materials are provided to help teachers to assess students' whose first language is Spanish and students who have special needs. A resource CD and an Audio case study CD are included with every copy. FEATURES: Three-Part Organization - Part I provides an Introduction to CRI, Administration guidelines and student summary records. Part 2 provides interest inventories, phonemic awareness, phonics, and vocabulary assessment tools. Part 3 provides readers passages with narrative and expository forms and assessment protocals. Reliability and Validity - The CRI was found to be one of the most reliable and vaild reading tests of its kind and compares quite favorably to other similar instruments available today. A complete summary of validity and reliability findings from the CRI Validation Study can be found on teh accompanying resources CD in the back of the CRI. English Language Learners: Meeting the Needs of Learners Whose First Language is Spanish - the CRI also includes assessment forms and protocols for working with learners whose first language is Spanish. These forms that once appeared in the Flynt/Cooter English Espanol Reading Inventory for the Classroom, have been carefully and precisely revised to ensure they are more culturally responsive and sensitive to the needs of students whose first language is Spanish. CD - Provides an audio description of how to administer the inventory and includes an authentic case study of a student's performance. A completed sample student summary form of this child's performance appears in Part I of the CRI. CD - Provides users with assessment resources, reliability and validity study, Spanish readers passages, and assessment protocals. SPECIAL NEEDS ANALYSIS:Specially prepared data sheets have been created for teachers who plan to use this inventory to assess their special needs students. CRI Student Summary Form-SPED -- designed to meet the mandates of IDEA and is ideal for developing an IEP. CRI Student Summary Form -Title I -- designed to prioritize instruction for the Title I reading teacher by collecting pre and post-test data. CRI Student Summary Form-504 - designed to meet the needs of schools creating accomodation plans for identified students based on student CRI data. The form provides guidelines for reasonable accomodations and allows schools/parent committees to determine classroom modifications.
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Product details

  • Mixed media product | 408 pages
  • 223.52 x 271.78 x 25.4mm | 680.39g
  • Pearson
  • United States
  • English
  • 0131135600
  • 9780131135604
  • 1,545,782

Back cover copy

This is the only comprehensive reading inventory on the market to assess the "Big Five" components of reading instruction as identified by the National Reading Panel: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Derived from the "Flynt/Cooter Classroom Reading Inventory," this informal classroom inventory offers teachers of preschool through Grade 12 the simple, straightforward "miscue analysis" method for assessing their students' level of competency in reading comprehension and fluency.In addition this text provides easily administered assessment tools for discerning students' development in phonemic awareness, phonics, and vocabulary. Additional materials are provided to help teachers to assess students' whose first language is Spanish and students who have special needs. A resource CD and an Audio case study CD are included with every copy. FEATURES: Three-Part Organization - Part I provides an Introduction to CRI, Administration guidelines and student summary records. Part 2 provides interest inventories, phonemic awareness, phonics, and vocabulary assessment tools. Part 3 provides readers passages with narrative and expository forms and assessment protocals. Reliability and Validity - The CRI was found to be one of the most reliable and vaild reading tests of its kind and compares quite favorably to other similar instruments available today. A complete summary of validity and reliability findings from the CRI Validation Study can be found on teh accompanying resources CD in the back of the CRI. English Language Learners: Meeting the Needs of Learners Whose First Language is Spanish - the CRI also includes assessment forms and protocols for working with learners whose first language is Spanish. These forms that once appeared in the Flynt/Cooter English Espanol Reading Inventory for the Classroom, have been carefully and precisely revised to ensure they are more culturally responsive and sensitive to the needs of students whose first language is Spanish. CD - Provides an audio description of how to administer the inventory and includes an authentic case study of a student's performance. A completed sample student summary form of this child's performance appears in Part I of the CRI. CD - Provides users with assessment resources, reliability and validity study, Spanish readers passages, and assessment protocals. SPECIAL NEEDS ANALYSIS: Specially prepared data sheets have been created for teachers who plan to use this inventory to assess their special needs students. CRI Student Summary Form-SPED -- designed to meet the mandates of IDEA and is ideal for developing an IEP. CRI Student Summary Form -Title I -- designed to prioritize instruction for the Title I reading teacher by collecting pre and post-test data. CRI Student Summary Form-504 - designed to meet the needs of schools creating accomodation plans for identified students based on student CRI data. The form provides guidelines for reasonable accomodations and allows schools/parent committees to determine classroom modifications.
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Table of contents

ContentsSectionI-Instructions for Using the Comprehensive ReadingInventory 1Introduction to the Comprehensive Reading Inventory 2Reading Assessment: A Comprehensive Perspective 2Scientifically Based Reading Research and Assessment 2The "Big Five" SBRR Assessment Areas 2How Does the CRI Assess Each of the Big Five Areas of Reading? 5Reliability and Validity: Technical Development of the CRI 5Methodology 6Results 6Summary and Conclusion 14Special Education, Title I, and 504 Settings 14Special Education 15Title I 15Section 504 15English Language Learners: Meeting the Needs of Bilingual and ESL Teachers 15How to Administer and Score the CRI 16Recommended Procedures: The CRI Assessment Process 16Using the Instructional DVD to Get Acquainted with the CRI 16Comprehensive Reading Inventory Assessment Tools 16Reading Comprehension, Fluency, and Oral Reading Assessments 19Graded Sentences for Initial Passage Selection 19The Preprimer (PP) and Primer (P) Passages 19Reading Passages: Narrative and Expository (Forms A-D) 21Instructions for Administering the Form E Passages (Grades 10-12) 29Completing the Student Summary Form 30The Student Summary Form for Regular Classroom Settings 30The Student Summary Form for Special Education, Title I, and Section 504 Settings 31Instructions for Using the Espanol Reading Inventory Included on the CRI CD 57First Interventions: Translating Assessment Data into Classroom Lesson Plans 57If-Then Thinking 61Getting Started 65SectionII-Comprehensive ReadingInventory Assessment Tools 67Interest Inventory 68Reading Attitude Survey-Elementary Grades (K-5) 68Alphabetics Assessments 75Phonemic Awareness Tests (PAT) 75Letter Naming Test (LNT) 95Phonics Quick Test (PQT) 99Vocabulary Assessments 104References 106SectionIII-The Comprehensive ReadingInventory (CRI) 109Form ASentences for Initial Passage Selection 111Narrative Passages 115Level PP: The Accident 116Level P: Let's Go Swimming 118Level 1: You Cannot Fly! 120Level 2: The Pig and the Snake 123Level 3: The Big Bad Wolf 124Level 4: New Clothes 126Level 5: Hot Shoes 128Level 6: Mountain Fire 130Level 7: The Canoe Trip 132Level 8: The Eagle 134Level 9: The Case of Angela Violet 136Examiner's Assessment Protocols 133Level PP: The Accident 141Level P: Let's Go Swimming 143Level 1: You Cannot Fly! 147Level 2: The Pig and the Snake 151Level 3: The Big Bad Wolf 155Level 4: New Clothes 159Level 5: Hot Shoes 163Level 6: Mountain Fire 167Level 7: The Canoe Trip 171Level 8: The Eagle 175Level 9: The Case of Angela Violet 179Form BSentences for Initial Passage Selection 183Narrative Passages 187Level PP: Eyes in My Closet 188Level P: The T-Ball Game 190Level 1: Birthday at the Zoo 192Level 2: Mary's New Bike 195Level 3: Bedtime 196Level 4: A Different Time 198Level 5: Afternoon Walk 200Level 6: Laser Boy 202Level 7: The Paper Route 204Level 8: Riley and Leonard 206Level 9: The Long Night 208Examiner's Assessment Protocols 211Level PP: Eyes in My Closet 213Level P: The T-Ball Game 215Level 1: Birthday at the Zoo 219Level 2: Mary's New Bike 223Level 3: Bedtime 227Level 4: A Different Time 231Level 5: Afternoon Walk 235Level 6: Laser Boy 239Level 7: The Paper Route 243Level 8: Riley and Leonard 247Level 9: The Long Night 251Form CSentences for Initial Passage Selection 255Expository Passages 259Level 1: Bears 261Level 2: The Night Sky 262Level 3: Flying Flowers 263Level 4: The Story of Coca-Cola 264Level 5: Popcorn 266Level 6: Cooking Without Fire: The Microwave Oven 267Level 7: Diamonds 269Level 8: The Future Is Here 270Level 9: Visual Illusions 272Examiner's Assessment Protocols 273Level 1: Bears 275Level 2: The Night Sky 279Level 3: Flying Flowers 283Level 4: The Story of Coca-Cola 287Level 5: Popcorn 291Level 6: Cooking Without Fire: The Microwave Oven 295Level 7: Diamonds 299Level 8: The Future Is Here 303Level 9: Visual Illusions 307Form DSentences for Initial Passage Selection 311Expository Passages 315Level 1: Animal Friends 317Level 2: Making Pictures Is Art 319Level 3: The History of Books 320Level 4: Mountain Man 322Level 5: Music of Mexico 323Level 6: Jesse Owens 325Level 7: Nails: A Carpenter's "Fastener" 326Level 8: The Environments of Africa 328Level 9: The Mathematics of Health 330Examiner's Assessment Protocols 333Level 1: Animal Friends 335Level 2: Making Pictures Is Art 339Level 3: The History of Books 343Level 4: Mountain Man 347Level 5: Music of Mexico 351Level 6: Jesse Owens 355Level 7: Nails: A Carpenter's "Fastener" 359Level 8: The Environments of Africa 363Level 9: The Mathematics of Health 367Appendix: Student Summary Forms 333
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About E. Sutton Flynt

Dr. Robert B. Cooter, Jr. holds the position Distinguished Professor of Urban Literacy Research at The University of Memphis. In March of 2006, Robert Cooter and Dr. J. Helen Perkins, also of The University of Memphis, were selected by the International Reading Association to be the next editors of The Reading Teacher, the largest literacy education journal in the world. His primary research focus pertains to research-based reading instruction for children living at the poverty level. Professor Cooter founded The Memphis Literacy Academy, an outreach program in Memphis City Schools dedicated to raising the expertise and of hundreds of inner-city teachers of reading, and is also co-principal investigator for the Memphis Striving Readers Program (grades 6-9 content areas), a $16 million middle school literacy research project in Memphis City Schools funded under a major grant by the U.S. Department of Education for 2006-2011. Dr. Cooter formerly served as the first "Reading Czar" (associate superintendent) for the Dallas Independent School District (TX) and engineered the district's highly acclaimed Dallas Reading Plan involving the training of approximately 3,000 teachers in "comprehensive literacy instruction." In March of 1998, Cooter was recognized as a "Texas State Champion for Reading" by then-Governor George W. Bush and First Lady Laura Bush as a result of the successes of the Dallas initiative. Cooter has authored or co-authored nearly 100 journal articles and some 19 books in reading education. His books include the best-selling Teaching Children to Read: Putting the Pieces Together (Merrill/Prentice Hall), an evidence-based reading (SBRR) text currently used at over 200 universities; Strategies for Reading Assessment and Instruction: Helping Every Child Succeed (Merrill/Prentice Hall) which is at present the top text in reading assessment in the U.S., Perspectives on Rescuing Urban Literacy Education: Spies, Saboteurs, & Saints (Lawrence Erlbaum Associates), The Flynt/Cooter Reading Inventory for the Classroom (Merrill/Prentice-Hall), and The Comprehensive Reading Inventory (Merrill/Prentice Hall), a new norm-referenced reading assessment tool to be published in fall 2006. A native of Nashville, Tennessee, Bob lives in Memphis with his wife, Dr. Kathleen Spencer Cooter, a popular Special Education and school leadership professor, author, and researcher at The University of Memphis.
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