Emily Cantley

7 November, 2019

Informal Reading Inventory

Word List
My student is a third grade student. He started on the third grade level word list and
mispronounced one word out of 20 on the list. On that list, my student did well in chunking
words to sound them out and using his metacognition to recognize words he already knew. Then,
we moved to the fourth grade level word list. He had six errors out of 20 words and showed
frustration on this level. The student did well in chunking out words to try to sound them out and
used his metacognition again. He read extremely fast and became very frustrated quickly. I
learned that my student has areas for improvement in sounding out words with the ch sound,
such as “echo” and “mechanic” as he mispronounced those two words. He also has room for
improvement in sounding out words with vowels together, such as “ancient,” “portion,” “statue,”
and “stout.” I learned that the student does not sound out vowel sounds together and had a hard
time sounding out the blends of the vowels in those words. When reading the word lists, the
student reads extremely fast and I recommended that he slows down and takes his time reading
each word. The student was able to read words that he recognized or uses frequently more easily.

Oral Reading
I gave my student a third grade level passage and had him read it orally to me. After hearing him
read orally, I learned that he does not notice punctuation when reading. He reads very quickly
and does not pause at punctuation in the passage. In reading, he did chunk words to try to sound
them out if he did not know them, and he did well in that. He also used his metacognition in
reading and recognizing words he already knew and uses. My student did find frustration in the
third grade level passage, out of 133 words he had 8 miscues, including substituting the word
“want” for the word “what.” He also substituted the word “well” for the word “yell” and the
word “least” for the word “last.” He also had omitted the word “you” and inserted the word “do”
and inserted the word “to” when he omitted the word “to”. He is using his metacognition while
reading and inserting words that could make sense in the sentences. However, he reads too fast
and tries to get through it as soon as he can. My student found frustration in the third grade level
passage, but based on comprehension score I asked him to do a fourth grade level passage orally.
This passage had 237 words, so it was much longer. I learned that my student did not pay
attention to punctuation again in reading and that he read very fast. He did use metacognition and
chunked a few words, but got frustrated quickly and just sped through the reading. Me mainly
had a lot of mispronunciations and substitutions for words he did not know. He also omitted an
entire sentence in the passage. In this level, he had 10 errors out of 237 words which resulted in
an instructional level. Even though he found frustration in third grade, he was instructional for
fourth because there were twice as many words and more room for him to have errors.

Oral Reading Comprehension

My student started on a third grade level for oral reading comprehension. After reading, my
student was asked questions based on what he read. He was able to identify the main idea,
remember details from the story, understand cause and effect, and the vocabulary pulled from it.
He had a hard time with any of the inference questions; all four questions he missed were
inference questions. An area for improvement is definitely inferencing after reading. He got a
60% on the third grade level reading comprehension and was between frustration and
instructional levels. I then gave my student a fourth grade level passage to see how he would do
with the comprehension questions after reading. He was able to answer the comprehension
questions on main idea, vocabulary, and sequencing. Areas of improvement in comprehension
based on the fourth grade level passage are inferences, cause and effect, and noting detail. He
had a hard time answering the questions based on this passage as it was much longer and had a
lot more in it. He became frustrated and took a long time on each question, trying to remember
what he read. He missed 5 out of 10 questions and received a 50% on this comprehension
assessment. He had reached the frustration level on fourth grade level passage and
comprehension and I stopped there since he had a hard time and showed a lot of frustration in
reading and answering the questions.

Silent Reading Comprehension

To start off, I have my student a third grade level passage and asked him to read it silently to
himself. He started right away and took some time to get through this passage. This passage had
176 words in it. After he completed reading the passage, I asked him the comprehension
questions. He had a really difficult time with the questions and could not recall a lot from the
passage. I learned that he has areas for improvement in questions based on inference, details
(recalling and noting while reading), cause and effect, and sequencing. Out of 10 questions, my
student was only able to correctly answer 4. He had a 40% and found the frustration level. He did
become frustrated when I asked him questions that he could not come up with an answer,
looking away and saying “I don’t know” multiple times before giving me a guess. He could
come up with the main idea, knew the vocabulary pulled out, and could answer one question on
inference. He took a long time to answer the questions and had a hard time coming up with the
answers. I learned through observation that my student uses his finger when reading to keep his
place.