Chad Hollister
4/15/06
Assessment of Kayla
After administering the IRI over two days with Kayla I found her instructional level in reading to be at third grade and her frustration level to be at fourth grade.
In Kayla’s oral reading she kept her accuracy pretty constant through all of the passages she read never falling below ninety-two percent. The reason I would instruct her on the third grade level even with borderline accuracy score is because of her rate and her flash recognition score. Her rate at third grade is ninety words per minute and that falls in the range of eighty to one hundred words per minute in order to be considered instructional. Her flash word recognition score at eighty-five percent falls well above the cut off of seventy percent needed to be considered instructional. Even though her accuracy is slightly low I know the child can read the words on the page and read them at a fast enough pace to not be frustrated.
The silent reading scores of Kayla also point to an instructional level of second grade. I think ther because of her silent reading rates. He falls right into the zone of instructional level of sixty to ninety words per minute with a rate of sixty-nine words per minute. He falls very short at the third grade level with a silent rate of seventy-three when he would need to score between ninety and one hundred and twenty.
Her spelling level is at a level 3. Her test results show that she scored 75% on level three putting her right in the middle of the instructional range of 50%-83%. On level four you can see how she dropped considerably reinforcing the decision to instruct her on level three. Kayla scored a 25% on level four and that falls below the cutoff line of 33% making that her frustration level. The quality of her mistakes on level four tell me that with proper instruction she could easily bring her score up to instructional level (Poped for Popped, Plastice for Plastic and Slamed for Slammed).
Reflecting on this IRI I feel I should have started Kayla on the second grade level for oral reading. Seeing her scores on the next three levels makes me curious to see her scores on the second grade level. I started her on the third grade level because that was the level she scored 80% or better in the flash word recognition.