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Identifier	Thesis 1630
Author	Hicks, Amanda W
Title	A comparison of informal reading inventories : a literature review and case study / Amanda W. Hicks
Publisher	Central Connecticut State University
Date	2001
Resource Type	Master's Thesis
Notes	The purpose of this study was to utilize, four current Informal Reading Inventories to assess three students. Through using the IRIs, an understanding of the similarities and differences of the tests was developed. The results of the students' assessments were compared to each other and to current school-used assessments. Analysis of this information and the user-friendliness helped the author choose one for her school to adopt as an assessment tool. Three children participated in this study. They ranged in reading ability; one performing below average, one performing average, and one performing above average. They were all tested in January and May of their second grade year. They were tested oneon- one in a quiet work area. The IRIs used in this study were the Informal Reading Inventory (5th edition) by Burns & Roe, Reading Inventory for the classroom (3rd edition) by Flynt & Cooter, The Qualitative Reading Inventory-II by Leslie & Caldwell and The Reading Inventory (4th edition) by Shanker & Ekwall. Each one was used in both January and May, providing the author with experience as well as data to compare growth over the 5 month span. Descriptions and components of each were provided. Based on. accuracy and usability, The Readinq Inventory by Shanker and Ekwall was chosen as the best IRI in this study. The word lists appropriately placed students in the reading passages. The results most closely matched already used school assessments as far as levels and growth made over the 5 months. This IRI also contained many extra assessment tools for teachers to use to learn more about their students. Further studies should be done. Using these assessments over a longer time period and/or with more students would add to the study. Other follow-up studies should take a closer look at the passages provided across IRIs to look at readability. A closer look should also focus on questions that follow passages as well as miscues made across IRIs.
Subject	Sexual abuse victims -- Psychology Sexual abuse victims -- Mental health
Department	Department of Reading and Language Arts
Advisor	O'Brien, Patti Lynn
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	48116792
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