Comprehensive Reading Inventory

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 Español 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 333

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.

Measures the "Big Five" SBRR Assessment Areas as identified by the National Reading Panel inlcuding phonemic awareness, phonics, fluency, vocabulary, and comprehension. (SBRR- Scientifically-Based Reading Research)

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.

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.

Very Disorganized

29 Nov 2011

By Graduate Student

Even though the test measures the five reading components, I found it very difficult and frustrating to be flipping the pages back and forth in order to put an assessment booklet together. I will never use this assessment tool.