DOB: 6-5-98 ASU Informal Reading Inventory

DOB: 6-5-98 ASU Informal Reading Inventory

Client: Student2Tests Administered:

DOB: 6-5-98 ASU Informal Reading Inventory

Grade: First Dr. Morris’ Spelling Test

School: Banoak Elementary Schlagal’s Qualitative Word Knowledge Inventory

Test Date: 3-14-05, 3-21-05

Student2 was tested at Banoak Elementary on March 14, 2005 and March 21, 2005. His first grade teacher, Mrs. Rhoney, administered the tests. The tests were given to evaluate his word recognition skills, reading performance, spelling, and writing abilities in order to determine his current reading and writing levels. The information gathered will be used to see which skills are needed to be reviewed in the upcoming five-six weeks of school before he is formally tested again for his end of the year performance for first grade. At the time of testing, Student2 was a 6 six-year, 10-month-old first grader attending BanoakElementary School for the 2004-2005 school year. Student2 commented that he liked to play football and softball outside with his brothers. He also likes to build Bionickles. He likes to read books about dinosaurs.

Reading Evaluation

Student2 was administered the ASU Informal Reading Inventory, which is designed to test word recognition skills and reading abilities such as accuracy, rate, and comprehension. He also completed the Morris spelling list and then the Schlagal Qualitative Spelling Inventory to determine his spelling skills. In addition, he provided a writing sample about his interests.

Informal Reading Inventory

To assess Student2’s sight word vocabulary, or words that are automatic in recognition, he was given a word recognition isolation test ordered by grade level to see which words he automatically knew. If he hesitated or didn’t know a word, he was shown the word again, and given a second chance to decode the word. Student2’s sight vocabulary proved to be strong through the primer level.

Student2 identified more difficult sight words inside the passages than he recognized the easier words in the flash method. I think because he is quiet, shy, and very hesitant, he did not do as well on a quick flash of words. He would pause after each word before he would respond. Student2’s reading accuracy was steady on the instructional level from the pre-primer level to the primer level. Student2’s comprehension skills were weak at all levels except the first grade level, which seemed odd. It could have been a passage he was interested in. When I asked him comprehension questions he seemed to freeze up. His rate was steady up until he read the first grade passage and then it dropped. Two primer passages were given, and the accuracy was the same on each with a rate higher on one than the other, but rate was average for both. His oral reading rates were a little low for an eighth month first grader. He should have been reading at least 60 words per minute. On one primer passage he read 80 words per minute.


Student2 spelled lists of words from first and second grade lists. He spelled 7 out of 10 words correctly on the first grade list. Since he did well, I took him to the second level list of words. On this list he got 4 out of 10 correct. Student2’s spelling samples indicated that he had a solid grasp of basic vowel spelling patterns in one-syllable words especially short vowel patterns. He also demonstrated that he knew most of his blends and consonant clusters. He seems to have more difficulty with vowel digraphs. We have gone over these in class, and it seems that he needs more practice. More spelling errors included the lack of doubling consonants when adding vowel suffixes and dropping the silent “e” when adding vowel suffixes (e.g., hugging, named). These mistakes were good mistakes because when the test was administered we had not yet gone over the doubling and dropping rules in our phonics class. Student2 demonstrated that he is in the Within Word Pattern Stage of spelling.


Student2 wrote a list of things he is interested in and things he likes doing. The statements stayed on topic, but each sentence started the same way. There was no elaboration or detail in his sample. Student2 demonstrated fair control of capitalization and punctuation for a first grade writer. There were no sentence fragments or transition words used. He did use inventive spelling. The first sentence was a little confusing. “ I play my bike”. This sample was somewhat typical of a first grade sample. My students are used to writing in their journals on Monday mornings about their weekends. His sample reminded me of one of his journal entries.


Student2 is in his eighth month of first grade. He has a decent sight word vocabulary. I had hoped his accuracy would be higher than it is. He has not shown much improvement since the beginning of the year or since December. I am afraid he doesn’t get the added help he needs at home to work on fluency. He and his mother have mentioned to me that he reads his reading assignments to his mother while they are going down the road. He seems to like to read in class, but his mother says she has a difficult time getting him to read at home. His accuracy was the same on the pre-primer passage and the primer passages. His independent level is on the pre-primer level since he was at 90% on the flash on the pre-primer level, he had a high rate, and a solid retell score. His instructional reading level is on primer. He still had a 94% accuracy and a high rate, but out of two primer passages, his comprehension was low on one. However, this particular passage is the passage that contained the meaning change error. If I would have given him the word, I feel he would have done much better on this passage. His frustrational level is the first grade level. The flash score was low at 55%. He had a low accuracy of 80%, which puts him in the frustrational range as well. His rate was also low for a first grade passage. The comprehension score was higher on the first grade passage than any other passage. Apparently, he can understand first grade material if it is something he is interested in or has background knowledge of. Unfortunately, his accuracy and rate would hold him back.


Student2 uses his sight word vocabulary and decoding skills well enough to read fluently at the pre-primer and primer levels. However, he demonstrates weaknesses in areas of comprehension, vocabulary, and fluency. He would benefit from activities that address these areas of difficulty. Individualized instruction would be the best method to directly address his reading problems. Unfortunately, being his classroom teacher, it is difficult for me to be able to provide the one on one instruction he needs. However, I do have several suggestions to help Student2 become a better reader and hopefully on grade level by the end of first grade.

Reading nightly for 20 minutes his story that he read that day in class as a repeated reading is a good way to improve his accuracy and speed. His mother could also find some interesting titles for him to read at home if she is having trouble getting him to read. She could look into getting some easy dinosaur books for him. He also has a list of sight words that are sent home every night for him to study. I am looking into getting him a reading buddy from a fifth grade class to come down and listen to him read two or three mornings a week. These repeated readings would improve his fluency as well. This may also help build confidence in his reading.

The use of prediction and doing picture walks before reading the stories would help Student2 improve his comprehension skills. Also, stopping and summarizing during reading group often will help build his comprehension.

Student2 needs a review on the doubling and dropping rules in phonics as well. He already receives 30 minutes of phonics instruction in a whole class setting each day. He also goes out for 30 minutes each day to a Title I reading class that works in a small group setting on reading skills and they also review the phonics we have been learning in class.

Student2 seems to enjoy writing and he should be encouraged to keep a daily journal where he can express his thoughts and feelings. Also, quick writes would be a good way for him to get his ideas flowing so he’s not writing about the same thing all of the time. Graphic organizers and webs would also help him organize his thoughts and develop details for his stories.

Report prepared by:

Stacey Rhoney