The Comprehensive Reading Inventory

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

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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.show more

Product details

  • Mixed media product | 408 pages
  • 223.52 x 271.78 x 25.4mm | 680.39g
  • Pearson Education (US)
  • ALLYN & BACON
  • Old Tappan, United States
  • English
  • 0131135600
  • 9780131135604
  • 1,441,624

About Robert B. Cooter

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.show more

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.show more

Table of contents

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

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