CASE+STUDY+IRI

C ASE STUDY

Brief Biographical Sketch

Teddy has shown uneven progress in school. Teachers have reported a history of reading difficulties, noting particularly word recognition difficulties. His fourth and fifth grade teachers report a lack of interest in reading and weak writing skills. Parents describe a thoughtful, enthusiastic child interested in sports, fishing, and drawing. He has many friends and is often the class clown. His sixth grade teacher describes his oral language as exceptionally rich. He participates in class discussions and often contributes interesting and unique ideas.

Teddy’s Oral Reading Miscues

The history of baseball shows that the game has changed a great deal since it was first
 * 1) 1 name (instead of game)

played. In 1839, Abner Doubleday set up the rules for playing a baseball game.
 * 1) 2 Aber (instead of Abner)

Later on, uniforms appeared. The players wore long pants, a fancy white shirt, and a
 * 1) 3 #4 dressed in (instead of wore)

straw hat. The umpire wore a long coat, a tall silk hat, and carried a cane.
 * 1) 5 umpires (instead of umpire) #6 omitted long #7 coats (instead of cane)

Teddy’s test scores are shown below. Study the data and determine the levels, extent of reading deficiency and other conclusions you can arrive at as a result of analyzing these data. Use the 5 question IRI criteria in determining levels

Level || Word Recognition Inventory-Timed WRI-T || WRI-UT || Spelling || Word Recognition in Context errors Absolute score || WRC errors Adjusted score (student self-correct) || Oral Comp || Silent Comp || Hearing Capacity ||
 * Grade
 * 2 || 100 || 100 || 90 || 98 || 100 || 70 || 80 ||  ||
 * 3 || 76 || 84 || 80 || 92 || 97 || 80 || 100 ||  ||
 * 4 || 52 || 78 || 70 || 91 || 98 || 100 || 90 ||  ||
 * 5 || 52 || 72 || 60 || 88 || 96 || 60 || 70 ||  ||
 * 6 || 32 || 60 || 45 || 89 || 93 || 60 || 70 ||  ||
 * 7 || 12 || 40 ||  || 86 || 89 || 40 || 40 || 100 ||
 * 8 ||  ||   ||   ||   ||   ||   ||   || 80 ||
 * H S ||  ||   ||   ||   ||   ||   ||   || 60 ||

Subjects Name: Teddy

Independent Reading Level_

Instructional Reading Level_

Frustrational Reading Level _

Hearing Capacity _

Reading Deficiency___

(Cramer p. 118 Fugure 3.6) (Gunning p. 69 Figure 3.3) Steps in Designing Instruction From IRI Data Ron Cramer Excerpt from Text: Literacy I& liberty
 * HINT*

===Nothing is more important in reading assessment than using test data to improve instruction. To test without this purpose in mind is to waste time and energy. Consider these steps in designing instruction from IRI data.===

====1. Analyze the IRI test data and design a tentative plan of instruction. The first step in designing instruction is to think about your philosophy. What do you believe about teaching reading to children? What do you think is the best instructional approach for struggling readers? Specifically, what do you believe about teaching comprehension, word recognition, fluency, writing, language development, literature, and motivation to read? You may ask what’s philosophy got to do with it? Everything. Here’s why.==== ====What you believe determines your approach. For example, if you believe in part to whole phonics or intensive phonics you will begin one way. If you believe in whole to part phonics you will begin another. If you believe that getting a reader off to a successful beginning, you’ll start with language experience stories. You’ll develop phonics from the language experience work bank. You’ll use whole to part phonics with the words in the bank. If you believe part to whole phonics you won’t start with known words. What you believe determines which choices you make. And the choices you make are crucial. They determine success or failure.====

====2. Ask key questions about your test data. What levels does the data reveal? What strengths can I identify in the reader’s performance? Design an instructional program that begins with strengths. Does the child have any language strengths, hobbies, likes or dislikes? What is the extent of reading deficiency? What are the reader’s needs or weaknesses? Does the reader have a strong or weak sight vocabulary? Does the child read slowly and laboriously with many miscues? Is comprehension a problem? Start with your best guess about strengths and needs. Then teach to the strengths and needs. Keep working until you see a response to your tentative ideas. Reconsider if progress is not evident after a time.====

3. What scores or performance indicators worry you most?
====Is there little or no difference between the timed and untimed word recognition in isolation score? If so, word recognition may be an issue. Did the child score poorly on the listening capacity test? If so, listen to the child’s oral language. If conversations with a child indicate strong oral language but the listening capacity score is low, reconsider the accuracy of the listening score. Never assume that test scores are accurate. They should be close, but they can be way off. Check everything out though instructional observation.====

====4. What patterns do you see within the full set of scores? Is the hearing capacity strong but reading comprehension weak? Is oral comprehension much stronger than silent comprehension? Or vice-versa? Does the child strive for meaning in spite of making many miscues? Make your hypotheses and check them out through instruction.====

====5. Ask yourself how you will approach the teaching of word recognition, comprehension, writing, fluency, and literature. Each area is necessary for a complete instruction program. Ask and answer questions such as these: Will the Language Experience Approach work with this child? What books and stories will I read aloud? Does this child need word recognition instruction? Sight words? Phonics? Structural analysis? Contextual analysis? What comprehension strategies should I teach? Modeling of inference? Directed Reading Thinking Activities (DRTA) Directed Listening Thinking Activities (DLTA), KWL, Reciprocal Teaching? What writing experiences will contribute to word recognition and comprehension? What aspects of the writing process should I stress? Invented spelling? Drafting? Revision? Is fluency a problem? If so what aspects of fluency ne ed attention? Rate? Expression? Accuracy? Automaticity? ====