Reading Interest Inventory

Grades 13
1. Do you like to read?
Brandon responded with kinda when asked this question. I think he likes to read when he does it of his free will.
2. Do you like being read to?
Yes. e has parents that read to hi! often and he likes listening.
". #hat is your fa$orite book?
e likes The Black Lagoon series of books and Diary of a Wimpy Kid.
%. #hat type of books do you like better& books that are about real things or books that are about pretend things?
e prefers to read about pretend things. e likes !ake belie$e stories better.
'. Do you ha$e books of your own?
Yes. e refers to a s!all bookshelf that is o$erflowing with books.
(. Do you ha$e newspapers or !aga)ines at your house?
*o. +hey do not get these regularly.
,. #hat type of !aga)ines do you like?
e likes to read -o!i- books.
.. Do you read things fro! the Internet?
*o. e !ostly reads books and -o!i-s.
/. Do you like to read poetry?
*o. e has had so!e e0perien-e with poetry at s-hool1 but did not en2oy it.
13. Do you ha$e a library -ard? ow often do you use it to -he-k out books?
Yes. +hey go to the library about on-e a week for books.
11. Do you -he-k out books fro! the s-hool library?
4o!eti!es his -lass goes to the library for books1 but not during the su!!er.
Reading Summary Report
Child (First Name or Initials Only)__Brandon________________________ Grade_2______
ate o! assessment __"#$%#2&$'__________ (dministered )y___Bethany *an+e _____
Reading Interest Inventory Summary
Brandon didn5t ha$e a definite answer to the question1 Do you like to read? +his tells !e that he !ost likely prefers to
read !aterials of his -hoi-e. 6eading for assign!ents is not so!ething that he en2oys doing. is fa$orite books are The Black
Lagoon and The Diary of a Wimpy Kid. e also likes to read -o!i-s in the newspaper and -o!i- books. e goes to the library
on-e a week and has his own library -ard. +his student has a strong ba-kground in reading and plenty of support fro! his
parents. is fa$orite books are at third and fifth grade reading le$els.
+his infor!ation -an be used to gain !ore insight into the student5s reading habits. e does not dislike reading and has
good resour-es to obtain new books to read. +he fa-t that he has a library -ard and goes at least on-e a week tells !e that he has
a good support syste! at ho!e and is not la-king in resour-es. 7nowing this1 I would en-ourage hi! to keep !o$ing forward in
diffi-ulty of the books he reads be-ause he often goes to the library. e and his parents will probably ha$e to -hallenge hi!
sin-e he is reading books far abo$e his grade le$el. +he book used for the reading running re-ord by Be$erly 8leary -o!es fro!
a series that I think he would en2oy quite a bit. e -an easily -he-k it out fro! the library.
In!ormal Reading Inventory Summary
Brandon was $ery -onfident in his reading abilities. e read fluently through the '
th
grade le$el on the word lists. is
independent le$el was le$el ' and the instru-tional le$el would be in between le$el ' and (. +here was one !istake !ade in the
le$el fi$e list. I heard hi! say tree instead of three. e !ay ha$e read it -orre-tly1 but it was hard to understand be-ause he
has a lisp and does not pronoun-e his r5s properly. 9e$el ( was definitely the frustration le$el1 and that is probably be-ause they
were words he hadn5t en-ountered before. e -ould sound out !any of the words1 but he did not know what they !eant. #ith
!ore reading e0perien-e and !ore pra-ti-e with irregular spellings in :nglish1 he -ould read all the way through the .
th
le$el.
#ith this infor!ation1 it is a possibility that the books and assign!ents that he has to read at s-hool are too easy for hi!. e is
definitely abo$e his grade le$el and is an e0-ellent reader.
4tarting with le$el %1 Brandon read the passage with $ery few errors. 9e$el fi$e was his independent le$el with only
two errors !ade. ;assage le$el ( was definitely at his frustration le$el. +here were four reading !istakes as well as a
-o!prehension !istake. 9e$el ( see!ed to in-rease in diffi-ulty quite a bit !ore than the other le$els. e also read le$el , at
an independent le$el with only three !istakes !ade. It !ay ha$e been on topi- that was easier or so!ething that he was !ore
fa!iliar with that -aused this to happen.
Reading Running Re+ord (ssessment Summary
+here were $ery few !istakes during the reading. +hree of the !istakes were the na!e of the !ain -hara-ter that he
!ispronoun-ed. +he other !istake was both a !eaning and $isual error !ade. Ramona and Her a!her is a fifth grade book.
+here were !istakes !ade in the reading that was not in-luded in these 133 words1 and these !istakes were !ade !ostly
be-ause of his age. In order to get a !ore realisti- sa!ple of his reading abilities1 se$eral running re-ords should be -o!pleted
at the sa!e ti!e. < te0t does not ne-essarily ha$e the sa!e diffi-ulty le$el with ea-h 133 words. < , year=old does not ha$e the
e0perien-e or $o-abulary to be reading a '
th
grade book and the !istakes !ade were understandable. +his is on Brandon5s
instru-tional le$el and he should read the book with assistan-e fro! his parents to de-ipher the words he doesn5t understand.
+he error rate for the running re-ord assess!ent was 1&2'. Brandon would only !ake one !istake out of 2' words with
a /(> a--ura-y rate. +here were no self=-orre-tions !ade. +he passage was fro! the se-ond -hapter of the book and I had
qui-kly !entioned what happened in the first -hapter of the book using the na!e 6a!ona to talk about the girl. e had heard
the na!e before1 but did not !ake the -onne-tion and did not -orre-tly sound it out. <ll of the errors were at least partially
$isual1 so Brandon should pra-ti-e reading longer words and taking the ti!e to sound the! out.
Reading Fluen+y Summary
+he total s-ore was a three1 indi-ating that Brandon is a fluent reader. e s-ored a " on the reading pa-e as he was
reading at the pa-e of a !iddle of the year se-ond grader. +he a$erage of all of the prosody s-ores shows that this boy is an
e0-ellent reader. *ot only is he reading books three le$els abo$e his grade le$el1 he is doing so on a fluent le$el.
Reading Strengths
Brandon does an e0-ellent 2ob of reading fluently. e understands pun-tuation and phrasing -on$entions. e has an
large $o-abulary for a soon to be se-ond grader and an e0-ellent handle on reading in general.
Reading Needs
Brandon has been reading so well for quite a while that he see!s to ha$e forgotten how to sound out words. If he is to
-ontinue i!pro$ing on his reading skills1 he needs to learn !ore irregular spellings and their pronun-iation as well as pra-ti-e
reading longer1 !ulti=syllable words. 9earning how to read the longer words will help hi! to -ontinue with his reading progress
to be a su--essful reader as an adult.
Instru+tional Re+ommendations
6eading Interest In$entory
?b2e-ti$e& +he students will read a $ariety of !aterials in order to ensure they -ontinue to en2oy reading.
?ne a-ti$ity to en-ourage students toward this goal is to allow the students to ha$e a free read ti!e. <llow the students
to -hoose a book to read for 23 !inutes. <fter the students ha$e finished reading1 they will find a partner and briefly
share what the read about. +he tea-her should pro$ide a $ariety of reading !aterials& fi-tional and nonfi-tional books1
!aga)ines1 newpapers1 and -o!i- books.
< se-ond a-ti$ity to !eet this goal is to ha$e the students keep a reading log. *ot only should the students keep tra-k
of how long they read1 they will note what they read. +hey should -reate goals to read both fi-tion and nonfi-tion1
!aga)ines and books. +he students -ould e$en !ake a -ontest of it and see who -an read the biggest $ariety of things.
Infor!al 6eading In$entory
?b2e-ti$e& +he student will read words with !ore than three syllables in order to in-rease $o-abulary.
+o !eet the goal of reading words longer than three syllables1 the tea-her will instru-t the students on how to break the
word down into syllables. #hen the students understand these rules1 they will not be inti!idated by the length of the
word. Breaking down the word into !anageable -hunks will help the students to sound out the word. <dding in so!e
sort of a-tion to de!onstrate that the word has separate part will help the student to understand the pro-ess. @or
e0a!ple1 tou-hing the shoulder1 ar!1 elbow1 wrist1 then hand for ea-h syllable en-ourages students to think about ea-h
little part that !akes the whole word.
4tudents should also ha$e an understanding of the -o!!on prefi0es and suffi0es in :nglish. +ea-hing the students
these Afi0es will -ontinue to assist the students in breaking down words into s!aller pie-es. 4tudents -an play ga!es
by !aking up words and playing with the affi0es. +he students will begin with an easy word su-h as play. +hen
they will add prefi0es and suffi0es to -reate new words& re=play1 play=ing1 play=ed1 pre=play1 et-. 4o!e will be real
words while others won5t be.
6eading 6unning 6e-ord
?b2e-ti$e& +he student will learn strategies to understand longer1 !ore diffi-ult words.
+he tea-her will begin to introdu-e students to 9atin and Breek roots. < root su-h as $is or $id -an be easily
related to the words $ideo1 $ision1 tele$ision1 et-. Breaking words down to the roots and relating the! to ea-h other
gi$es students so!ething to refer to when trying to de-ipher new words. Cisionary is a harder word that students -an
now relate to the root $is whi-h !eans see. +he tea-her should tea-h a new root ea-h week and spend so!e ti!e
ea-h day adding a new word to the list of related words.
<nother a-ti$ity to en-ourage students toward this ob2e-ti$e is to si!ply ha$e the! read the di-tionary. Introdu-ing
new $o-abulary often will in-rease their -o!prehension skills. 4tudents should also be reading -hallenging !aterials.
If there are words they don5t understand in the te0t1 students will be asked to look the! up. +his should be-o!e a habit1
so the students ha$e a -o!plete understanding. Dsing this skill in the future as an adult is also i!portant for
-o!prehension.