How To Select An IRI

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Asking the Right Questions: How
to Select an Informal Reading Inventory
Rona F. Flippo, Dari-Ann D. Holland, Mary T. McCarthy,
Elizabeth A. Swinning
A
s teachers, we believe that good and appropri- word lists and passages. IRIs may have their critics
ate assessment drives good and appropriate (e.g., Applegate, Quinn, & Applegate, 2002; Walpole
instruction. Yet schools today are caught up & McKenna, 2006), but they have become the most
in an assessment frenzy without allowing sufficient commonly used assessments of elementary grade
time for the particular instruction each child needs, students’ reading (Johnston, 1997).
and preoccupation with accountability pervades
most of this assessment activity. In this climate, the
individual needs and preferences of both teachers An Abundance of IRIs
and students suffer. The history of IRIs goes back to the work of Emmett
Although large-scale standardized achievement Betts (1946), who is frequently credited with the de-
tests do provide the most easily gathered accountabil- velopment of IRI techniques, although some reading
ity data, and, although valid, relevant standardized researchers trace their use even further back (Beldin,
tests can furnish useful achievement data, these data 1970). Generations of classroom teachers and read-
are not particularly helpful for classroom instruction- ing specialists have found IRIs especially useful, as
al purposes. Inordinate amounts of instructional time evidenced by the fact that some of these have at-
go into practicing and preparing for the required ac- tained their 8th, 9th, or 10th editions.
countability tests (Jennings & Rentner, 2006), which Texts and other professional books that focus
might in turn take precious days to administer. on literacy assessment provide comprehensive in-
formation about using and administering IRIs in the
classroom (e.g., Cooper & Kiger, 2005; Flippo, 2003;
A Multitude of Options Reutzel & Cooter, 2003). The IRIs themselves also
Keeping in mind that information from informal as- provide much of that information in their manuals
sessments is essential to provide specific and ap- for administering the assessment. Specific help, how-
propriate data concerning the skills and strategies ever, is sadly lacking in selecting an IRI, even though
of individual students, our graduate class, “Literacy the popularity of commercially available IRIs has
Diagnosis and Instruction,” explored various diagnos- grown steadily over the years, with new ones appear-
tic assessment options that can help guide literacy ing constantly (Paris & Carpenter, 2003). Our class’s
instruction for specific students in specific contexts goal in this context was to help teachers narrow the
(see Flippo, 2003). A combination of several informal offerings to those most appropriate for their class-
and authentic assessment procedures can provide room students’ needs, their teaching philosophy or
very effective tools for teaching younger through perspective of reading, and the variety of conditions
older elementary grade students. Unfortunately, a in which they teach.
certain amount of confusion greets teachers in choos-
ing among the many assessment tools now available
(Paris & Carpenter, 2003).
Searching for the Good
Informal Reading Inventories (IRIs) are an assess- Questions
ment tool that typically assesses individual students’ A search of various databases using descriptor phras-
word recognition, oral reading, strengths, weak- es such as selecting IRIs, selecting IRIs for classroom
nesses, fluency, and comprehension through graded use, choosing IRIs, guidelines for selecting/choosing/
The Reading Teacher, 63(1), pp. 79–83 © 2009 International Reading Association
DOI:10.1598/RT.63.1.8 ISSN: 0034-0561 print / 1936-2714 online 79

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buying/purchasing IRIs, and help with selecting IRIs Questions Teachers Can Ask
yielded chiefly the modestly disappointing insight
Above and beyond a simple question of utility, se-
that finding the right IRI can involve choices analo-
lecting (and using) the most suitable IRI involves an
gous to those involved in buying a car or computer.
extra learning curve not unlike getting the hang of
The best choice for one particular teacher and his
using a computer, a power tool, or a VCR. It is help-
or her students and situation is not necessarily the
ful to get a feel for the author’s approach to design-
best for another. Lacking still were good questions
ing and constructing IRIs, choice of material, grasp
to ask.
of the real conditions under which students learn,
To develop appropriate review questions, we
ability to adapt to a variety of assessment needs, and
studied over the course of a semester many of the
so on. We therefore asked ourselves, what are the
major IRIs, looking at their different features, foci, at-
five most salient characteristics an IRI should have?
tributes, scoring, directions for analyses, and implied
Benefiting from the aforementioned feedback, we
philosophies of reading, as well as their more obvious
settled finally on five criteria, or clusters: content, the
qualities (e.g., grade levels covered, number of forms passages used, measuring comprehension, IRI ad-
available, length of passages, subject matter used, ministration, and interpretation of the results, along
and so on). Given our criteria of widely used IRIs with subsequent instruction based on those results.
representative of what is commercially available, we These would all combine to help us address the final
concentrated on IRIs that had undergone multiple edi- consideration: an IRI’s overall suitability. When ques-
tions, such as the Informal Reading Inventory (Burns tions fit into more than one cluster, we grouped them
& Roe, 2007), Reading Inventory for the Classroom in the step we agreed fit best.
(Flynt & Cooter, 2004), Basic Reading Inventor y Teachers may naturally want to add their own
(Johns, 2005), Qualitative Reading Inventory (Leslie questions to customize our list for an even better fit
& Caldwell, 2006), Classroom Reading Inventory with their specific classroom needs, students, and
(Silvaroli & Wheelock, 2004), The Stieglitz Informal contexts—or choose other descriptors and catego-
Reading Inventory (Stieglitz, 2002), and Analytical ries for their own purposes. Some may want to delete
Reading Inventory (Woods & Moe, 2007). questions to make the list more manageable. Such
During the semester, each of the authors of this modifications would embody our objective—to as-
article took notes on each IRI considered, noting sist teachers in choosing appropriately from the vari-
questions that came to mind, things we liked about a ous IRI assessment options.
particular IRI, things we did not like, items that were We might justifiably contend that the actual pro-
unclear, and points we considered especially impor- cess of designing review questions for an assessment
tant about each. When every IRI had been carefully instrument is an excellent learning opportunity for
reviewed, each reviewer’s notations were compiled teachers, empowering them and enabling their pro-
and discussed. Out of this process we painstakingly fessional development. By constructing, deleting, re-
distilled our initial set of questions. vising, or discussing questions with which to review
Over the next two semesters, 71 teachers (all grad- an assessment instrument, teachers can continually
uate students) who subsequently took the Literacy develop their awareness of three things: what is most
Diagnosis and Instruction course at our urban uni- important to assess for their students, the best way
versity used these questions to review IRIs as part of to assess it, and the experience of culling helpful
the course. Based on their suggestions, we deleted, insights to provide the best possible instruction for
modified, or collapsed several questions. Generally each child. Selecting the questions to ask, the dis-
speaking, the teachers who have used the evolving cussions ensuing, and examination of various IRIs
list of questions have found it to be a successful dis- benefited the teachers participating in the literacy
cussion and selection tool. They all indicate that us- diagnosis classes synergistically—as they indicated
ing the questions helped them narrow their choices over the semesters when we developed these ques-
and ultimately select the one IRI best suited to their tions. Those in subsequent semesters continue to
philosophy and concerns about elementary class- benefit from the discussion. In Figure 1 we share our
room reading assessment. questions and the steps along the way as you review
80 The Reading Teacher Vol. 63, No. 1 September 2009




Figure 1
Questions to Ask
Step I: Examine your own reading instruction and assessment beliefs or perspective. Indicate with a check
mark whether a particular IRI is relevant or suitable for your classroom needs.
Step II: Review the content:

____ 1. What does this IRI measure?
____ 2. What specific reading behaviors does it assess?
____ 3. If the IRI is grade-specific, is there a variety of assessments for each?
____ 4. What grade levels and range(s) are included?
____ 5. Are the word recognition lists embedded in sentences or text, or are they out of context?
____ 6. Is this IRI available in other languages for my ELLs?
Step III: Questions about passages:

____ 7. What are the sources of the passages? Are they written for the IRI or are they from actual published
children’s texts or literature?
____ 8. Are both expository and narrative texts, in various genres and subject areas, used for the student
readings?
____ 9. Are the readings interesting and appealing to students of all levels?
____ 10. What length are the passages?
____ 11. Is the material culturally, linguistically, and cognitively appropriate for all my students?
Step IV: Measuring comprehension:

____ 12. Do the reading passages rely heavily on background knowledge for comprehension?
____ 13. Does the opening of the passage provide sufficient information to assist students with little
schemata?
____ 14. Do the comprehension questions include all areas of comprehension—literal, inferential, and critical?
____ 15. Are there enough comprehension and vocabulary questions per selection?
____ 16. Are metacognitive questions included?
____ 17. Does the IRI include pictures or illustrations appropriate to the text, or other commonly used context
aids?
Step V: Administering the IRI:

____ 18. Overall, is the IRI easy to use and understand?
____ 19. How are data collected on each student? Are the data sheets provided adequate?
____ 20. Do you have to purchase parallel forms of the IRI, or are they included?
____ 21. Does the author provide an explanation of each subtest?
____ 22. What criteria are used to determine independent, instructional, and frustration levels? Do I agree
which miscues (errors) will be counted?
____ 23. Can a teacher easily administer this IRI with her or his own choice of reading selections?
Step VI: Interpreting results and instructional follow-up:

____ 24. Does the IRI provide instructions for interpreting the results?
____ 25. Does it provide suggestions for instruction?
____ 26. Is this IRI going to help me understand the needs, strengths, skills, and strategies of my students?
____ 27. Will the information I learn about my students be worth the time it will take me to administer this
assessment?
Step VII: Reflections on Overall Suitability:
Asking the Right Questions: How to Select an Informal Reading Inventory 81


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an IRI for suitability. In Figure 2 we introduce a chart Taking a Professional Stance
to illustrate the review process we suggest.
in Assessment
Use of the questions proposed, or other questions
Multilingual IRIs that teachers want to ask, is important in selecting
Teachers should carefully determine when it is appro- the most appropriate IRI for a teacher’s classroom
priate to administer assessments in English for their from those available. These questions demystify the
English-language learners (ELLs). With an increase selection process, help teachers reflect on their own
of ELLs in the general education classroom, some values regarding what is important to each of them
teachers may want to purchase IRIs available in more and what is important for their particular students,
than one language. We hope the authors and pub- and allow teachers to take some active control and
lishers of the many IRIs coming onto the market will a professional stance on their students’ assessments
see the same opportunity we do to help classroom and instruction.
teachers and their ELLs from many diverse linguistic Teachers of reading want to know where they are
going to know when they get there. Cochran-Smith’s
backgrounds by providing such sorely needed mul-
and Lytle’s (1993) work suggested that intentional
tilingual IRIs. For example, Flynt and Cooter (1999)
and systematic inquiry by teachers about their own
published an English and Spanish combination IRI,
questions, classrooms, and work with students result
English-Español Reading Inventory for the Classroom,
in meaningful growth and learning for the teachers
and Johns (1997) published the Spanish Reading
involved. We believe the development and use of
Inventory.
questions for selecting assessment tools will help
achieve this and the other goals mentioned.
The whole purpose of literacy instruction is to
Figure 2
Flow Chart help students acquire and enjoy the lifelong habit
of reading. Our students need this to function suc-
cessfully not only in school but everywhere else: It is
Assess the options their right and our responsibility. We urge teachers to
consider the options, to find or make time to assess
their students’ reading skills, strategies, and abilities
Select your criteria using informal classroom assessment. This informa-
tion will help teachers provide the most appropriate
instruction for each child.
Review
References
Applegate, M.D., Quinn, K.B., & Applegate, A.J. (2002). Levels of
thinking required by comprehension questions in informal
Ask the right questions reading inventories. The Reading Teacher, 56(2), 174–180.
Beldin, H.O. (1970). Informal reading testing: Historical review
and review of the research. In W.K. Durr (Ed.), Reading dif-
ficulties: Diagnosis, correction, and remediation (pp. 67–84).
Newark, DE: International Reading Association.
Evaluate IRI suitability Betts, E.A. (1946). Foundations of reading instruction. New York:
American Book.
Burns, P.C., & Roe, B.D. (2007). Informal reading inventory: Pre-
primer to twelfth grade (8th ed.). Boston: Houghton Mifflin.
Yes No Cochran-Smith, M., & Lytle, S. (Eds.). (1993). Inside/outside:
Teacher research and knowledge. New York: Teachers College
Press.
Cooper, J.D., & Kiger, N.D. (2005). Literacy assessment: Helping
teachers plan instruction (2nd ed.). Boston: Houghton Mifflin.
Make final Next Flippo, R.F. (2003). Assessing readers: Qualitative diagnosis and
choice IRI instruction. Portsmouth, NH: Heinemann.
Flynt, E.S., & Cooter, R.B. (1999). English-Español reading inven-
tory for the classroom. Upper Saddle River, NJ: Prentice Hall.
82 The Reading Teacher Vol. 63, No. 1 September 2009




Flynt, E.S., & Cooter, R.B. (2004). Reading inventory for the class-
room (5th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Jennings, J., & Rentner, D.S. (2006). Ten big effects of the No Child
Left Behind Act on public schools. Phi Delta Kappan, 88(2),
110–113.
Johns, J.L. (1997). Spanish reading inventor y. Dubuque, IA:
Kendall/Hunt.
Johns, J.L. (2005). Basic reading inventory (9th ed.). Dubuque, IA:
Kendall/Hunt.
Johnston, P.H. (1997). Knowing literacy: Constructive literacy as-
sessment. York, ME: Stenhouse.
Leslie, L., & Caldwell, J. (2006). Qualitative reading inventory (4th
ed.). Boston: Allyn & Bacon.
Paris, S.G., & Carpenter, R.D. (2003). FAQs about IRIs. The Reading
Teacher, 56(6), 578–580.
Reutzel, D.R., & Cooter, R.B. (2003). Strategies for reading assess-
ment and instruction: Helping every child succeed (2nd ed.).
Upper Saddle River, NJ: Merrill/Prentice Hall.
Silvaroli, N.J., & Wheelock, W.H. (2004). Classroom reading inven-
tory (10th ed.). Boston: McGraw-Hill.
Stieglitz, E.L. (2002). The Stieglitz informal reading inventory:
Assessing reading behaviors from emergent to advanced levels
(3rd ed.). Boston: Allyn & Bacon.
Walpole, S., & McKenna, M. (2006). The role of informal read-
ing inventories in assessing word recognition. The Reading
Teacher, 59(6), 592–594. doi:10.1598/RT.59.6.10
Woods, M.L., & Moe, A.J. (2007). Analytical reading inventory (8th
ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Flippo teaches at the University of Massachusetts

Boston, USA; e-mail rona.flippo@umb.edu. Holland,
McCarthy, and Swinning are former graduate
students of the University of Massachusetts
Boston; e-mail DDenisi@msn.com, mmccarthy@
thenchs.org, and bswinning@aol.com.
Asking the Right Questions: How to Select an Informal Reading Inventory 83

How To Select An IRI

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Step II: Review the content:

Step III: Questions about passages:

Step IV: Measuring comprehension:

Step V: Administering the IRI:

Step VI: Interpreting results and instructional follow-up:

Step VII: Reflections on Overall Suitability:

Asking the Right Questions: How to Select an Informal Reading Inventory 81

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Flippo teaches at the University of Massachusetts

Asking the Right Questions: How to Select an Informal Reading Inventory 83

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