BASIC READING INVENTORY by Jerry L' Johns

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BASIC READING INVENTORYbyJerry L. Johns

• Prepared for the
• Hays Professional Development Schools
• Presented on November 19, 2003 by
• Beth Walizer

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BRI Text Includes (p. 5-6)
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Information on Reading Levels (p. 7-11)
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Listening Level (p. 10-11)

• The highest level at which the student can
  understand material that is read to him or her.
• Minimum comprehension score of at least 70.
• Determining the listening level helps a teacher
  ascertain the a students potential to improve as
  a reader. (Larger the difference-students profit
  from reading instruction based on need.)
• CAUTION- Procedure should not be used with
  students in grades one through three.

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Word Recognition in Isolation (p. 12)

• Administration
• Select graded word list easy for student to read.
• Student pronounces words rapidly. (v p. 21)
• Record students responses in the sight column.
• Return to mispronounced or unknown words.
• Record students responses in analysis column.
• Scoring
• Total the sight and analysis column.
• Consult the criteria in the scoring guide at the
  bottom.

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Word Recognition in Context (p. 13)

• Administration
• The student will read aloud the graded passage
  one level below the highest independent level
  achieved on the graded word lists.
• Record miscues on corresponding copy. (v p. 26)
• Miscues substitution, insertion, omission,
  reversal, repetition, self-correction, and
  meaning change.
• Scoring
• Record number of miscues. (v p. 45-47)
• Consult the scoring guide at the bottom.

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Comprehension Questions (p. 14)

• Administration
• Ask the student comprehension question and record
  his/her responses until the student is unable to
  answer half of the questions or becomes
  frustrated. (v p. 27)
• Scoring
• Count the number of incorrect answers.
• Record the numeral in the box and consult the
  reading level criteria at the bottom. (v p. 30)
• CAUTION- Teacher judgement must be exercised at
  the pre-primer level.

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Related Reading Levels (p. 47)