Reading Inventory Research Articles

Improving parent–child interactions through interactive reading workshops

IntroductionMany authors agree on the importance of training parents in early literacy strategies. ObjectiveThis study analyses the effects of an intervention to improve parent–child interactions during reading sessions, using interactive reading techniques. MethodThe design is exploratory and includes a treatment group (n=22), which benefited from four interactive reading workshops, and a control group (n=18), which did not benefit from specific training. Both groups read the same books, three times a week, for 10weeks. The children come from middle socioeconomic backgrounds and attend preschool or kindergarten (grades 1–3). ResultsThe analyses were conducted on the basis of pre- and post-intervention video observations, coded using the Adult–Child Interactive Reading Inventory (ACIRI). Results from an ANCOVA show that parental behavior, and in turn child behavior, improves in post-intervention: parents improve their children's attention to the text and implement literacy strategies, while the children become more involved in the interactions. ConclusionInteractive reading workshops for parents improve the quantity and quality of parent–child interactions when reading books in a natural and playful context.

Diagnosis of Korean EFL High School Students’ Reading Fluency Using Informal Reading Inventory

The study attempts to examine and diagnose Korean EFL high school students’ English reading fluency using an informal reading inventory (IRI). In performing IRI reading tasks, 68 eleventh grade high school students were asked to read aloud the graded texts across 14 levels and answer the reading comprehension questions. As a result of the IRI administration, the data of the 68 students’ oral reading fluency levels, word reading accuracy, decoding errors, and oral reading rate were collected. The results revealed that the students’ ORF levels are widely dispersed. Notably, about 40 percent of the students seemed to be able to read the text of Levels 2 and 3 independently, while approximately 50 percent of the students showed a frustration level in reading at Levels 3 through 5. Besides, less variability was demonstrated in word reading accuracy except for the lower fluency group. The reading rates were found to increase as the participants’ reading levels were higher despite the fact that there exists a significant difference in reading rate within and across the three reading fluency groups. These findings shed light on different aspects of L2 learners’ reading development and allow us to draw pedagogical implications in the Korean EFL context.

The word reading performance of grade V pupils through a library hour program in Philippines

The purpose of this study is to determine the significance of Library Hour Program towards word reading performance of public elementary grade five pupils. The true experimental design used consisted of experimental and control groups in which experimental group received the intervention while the control group had no intervention given. The instrument used was the standardized Philippine Informal Reading Inventory (Phil-IRI) developed by the Department of Education- Bureau of Learning Delivery to measure the significance of Library Hour Program in improving pupils word reading levels. T-test were carried out to answer the research objectives of the study. There were 72 grade five pupils who participated in the experimental group. Pupils that can read at-level text was determined through the Group Screening Test. The pupils with scores less than fourteen (14) out of twenty (20) literal, inferential, and critical questions were subjected to pretest and posttest and served as the experimental group in the study. The pretest and posttest determined the reading level of pupils whether under frustration, instructional, and independent. Phil-IRI graded passages were used in this study. These graded passages were given by the Department of Education and were used to assess the reading performances of Grade Three to Six in the elementary grades nationwide. The library hour as a reading intervention program was specifically used in Alfonso Lista Central School as it was included in their daily classroom programs for thirty (30) minutes a day. After five months of conducting the intervention program, the findings revealed that during the pretest, pupils were assessed under the Instructional level. It also showed that during the posttest, pupils were found to be under the Independent Level. The results showed that Library Hour as an intervention program to improve the word reading of grade five pupils was effective. This also revealed that regardless of sex, Library Hour was found very effective. It was then recommended to include the Library Hour in the daily classroom program in schools as it was proven useful to increase pupils’ reading ability.

GETTING THROUGH THAT INVISIBLE WORD: LESSONS FROM STRUGGLING READERS

The Sagayen National High School (SNHS) in Asuncion, Davao del Norte, has not been exempted from the enduring struggle caused by the perennial problem in reading. The result of the Philippine Informal Reading Inventory (PIRI) conducted to its Grade 7 students has provided a backdrop of the reality that besets our students in the secondary schools. The College of Teacher Education and Technology, through the Bachelor of Secondary Education (BSED) Department, answers the challenge via the “Summer Big Brother/Sister: Learning is Fun Project”, a project in the Integrated Reading Enhancement Approach to Developing Readers (i-READR) Program: A Community Extension Program to a Participatory Action Research. This was designed to eventually transform frustration-level readers into “grade-level” readers, implemented in three years. Through Participatory Action Research (PAR), the Project provides for these identified “frustration-level” readers to develop the necessary skills not just to “make sense” of the written word but, more importantly, overcome the invisible yet more serious consequences of their condition. This is in consonance with PAR, which, according to McTaggart (1997), encourages capacity development and capacity building of all who participate. Findings reveal that struggling readers have more serious social problems that are caused by their inability to read. Enhancements in the existing reading program are also necessary to cater to the growing reading-related needs of the learners.

Utilization of Online Oral Reading Test in Determining the Reading Skills of the Grade 6 Pupils in English

Reading is every child’s foundation where great learning is involved and evidently proved one’s comprehension. Reading teachers play a vital role in assessing their pupils’ reading skills and administering intervention programs for learners’ reading development. This action research employed the Phil-IRI (Philippine Informal Reading Inventory) Oral Reading Test. This is an informal measure that assesses the pupils’ reading skills, both their reading speed and comprehension. It consists of graded reading passages from Grade I to Grade VI. Each graded passage is followed by 7 comprehension questions for Grades I-III and 8 comprehension questions for Grades IV-VI. The questions are categorized into three dimensions, namely literal, interpretive, and applied. Hence, reading speed and comprehension of the pupils will be classified into three levels as frustration, instructional and independent with the applied criteria given by the Phil-IRI. Furthermore, the results of the study exhibited that the ten groups of pupils demonstrated low reading performance in their oral reading test both in speed and comprehension. The struggle of the online oral reading test was evidently shown through the weak internet connection provided by the internet servers in the country. With this, the researcher designed a reading intervention program through reading remedial class during asynchronous class. This will be administered using the online platform and available reading resources for the enhancement of pupils’ reading skills amidst these trying times of global pandemic, where distance learning has been practised first in the public schools’ setting in the Philippines.

Open High School Program (OHSP): Efficacy in its Implementation

To inform the policy-making officers of the Open High School Program of San Jose City National High School (SJCNHS) San Jose City, Philippines, the researcher conducted a study to evaluate the program after almost 4 years of implementation. The study utilized a survey method to quantify the observation of the teachers and the perception of the learners. In terms of the sociodemographic profile of the OHSP learners, the age of the learners seems to cluster around the 14-16 age bracket meaning most of the learners are still within the age bracket of those in the regular class. It also reveals that there are about an even number of males and females. In terms of grade level, there are fewer Grade 7 learners that are enrolled in the program. The majority of the OHSP learners come from a family with unstable jobs. Further analysis shows that most of the OHSP learners' parents are working as a farmhand or has a small-scale business. In terms of parents' educational attainment, the data suggest that a large majority of the parents are high school graduates. In terms of family income, data shows that a substantial chunk of the families of OHSP learners did not reach the poverty threshold set by National Economic Development Authority (NEDA). In several siblings, the data reflects that majority of the OHSP learners come from small families. The results also suggest that OHSP learners seek assistance and even let others accomplish tasks intended for them and learners prefer to do the task when the deadline is near, a result of low motivation in accomplishing the task. According to teachers surveyed, OHSP learners require constant supervision to accomplish a given task. In informal reading inventory, the results also show that majority of the OHSP learners are classified as Frustration learners. For teacher's assessment of learner's compliance on modules, the data reveals that a majority of the learners in OHSP are failing to submit their requirements half of the time. With regards to the attendance, tardiness, and grades as academic indicators for assessing the progress of a learner in school, the result suggests that out of the 7 classes of the OHSP on average OHSP learners only attended four and half times. While tardiness is not a big problem. For the average grade, it indicates that they are not high-performing students. In the correlation analysis between experiences of learners with their sociodemographic profile, a negative correlation was found between having difficulty in complying with requirements and Grade Level (r=-.284, p>0.05). A very significant relationship was found between seeking assistance and Gender (r=.393, p>0.001). Another significant correlation was found between being motivated and Grade Level (r=330, p>0.05). Turning to Time Management, where two variables from the learners' profile have been marked significant correlating. It seems like females are more open to the idea of making a priority list (r=.332, p>0.05). The other correlation being preparing necessary materials and Family Income (r=-.346, p>0.05).In correlation between experiences in OHSP and the Teachers' Evaluation of OHSP learners, it found out that difficulty in complying with requirements is correlated with requiring constant supervision (r=.370, p>0.05), learning new concept (r=-0.274, p>0.05, and Phil-IRI rating (r=-.310, p>0.05). The motivation was found to be significantly correlated with the following instruction. And preparing necessary materials is correlated with attendance, compliance, and final grade.

Perception of Children’s Reading with Literature and Audio Visual Materials in the Public Library

This study examined the perception of children on reading, the audiovisual materials available for children in the public library, kinds of literature children love most, challenges inhibiting children from coming to the library, the lessons learnt and the implications of the findings. The survey took place in the children‘s department of the divisional library with twenty two (22) children who are registered members of the library. There were four (4) engagements with children using children‘s literature and audiovisual materials in reading. The instruments used were reading inventory, literature, focus group discussion (FGD) and observation technique. The study found out that the participants loved reading. While 20 participants loved books with pictures, 2 refuted the idea. The challenges revealed that the library is far from their residence, among others. It was recommended that more advocacies should be done to schools for more attendance to children‘s reading while more audiovisual materials should be provided for meaningful learning. The implication is that if children are not inspired with new reading facilities, their interest will wane which will affect academic and knowledge. With this, the national development will never be actualized because these children are the progressive population for resilient cities and communities.
 Keywords: Audio visual, Children Literature, Public Library, Reading Resources

Influence of Sequential and Simultaneous Bilingualism on Second Grade Dual Language Students’ Use of Syntax in Reading

This study integrated reading and bilingual theories to examine the reading behaviors of second grade Latinx students in a Dual Language program. It explored how the students’ differing language backgrounds (simultaneous bilinguals and sequential bilinguals who had developed Spanish as a home language) might influence their early reading behaviors. Data sources include Spanish and English informal reading inventories and student interviews. While all students struggled with the syntax of grade-level text in Spanish and English, simultaneous bilinguals’ superior ability to use syntax to self-correct in both languages evidenced a stronger syntactical base. The findings have significant implications for equity of instruction and assessment, including: the need to find new ways to analyze bilingual students’ informal reading inventories from an assets-oriented lens, prudence regarding how informal reading inventory results are used, the need for intensive language development in schools, and the use of caution when applying translanguaging theory to emergent bilingual readers.

The influence of language knowledge and test components on reading comprehension scores.

This study investigated the dependability of reading comprehension scores across different text genres and response formats for readers with varied language knowledge. Participants included 78 fourth-graders in an urban elementary school. A randomized and counterbalanced 3 × 2 study design investigated three response formats (open-ended, multiple-choice, retell) and two text genres (narrative, expository) from the Qualitative Reading Inventory (QRI-5) reading comprehension test. Standardized language knowledge measures from the Woodcock Johnson III Tests of Achievement (Academic Knowledge, Oral Comprehension, Picture Vocabulary) defined three reader profiles: (a) < 90 as emerging, (b) 90-100 as basic, and (c) >100 as proficient. Generalizability studies partitioned variance in scores for reader, text genre, and response format for all three groups. Response format accounted for 42.8 to 62.4% of variance in reading comprehension scores across groups, whereas text genre accounted for very little variance (1.2-4.1%). Single scores were well below a 0.80 dependability threshold (absolute phi coefficients = 0.06-0.14). Decision studies projecting dependability achieved with additional scores varied by response format for each language knowledge group, with very low projected dependability on open-ended and multiple-choice scores for readers with basic language knowledge. Multiple-choice scores had similarly low projected dependability levels for readers with emerging language knowledge. Findings evidence interactions between reader language knowledge and response format in reading comprehension assessment practices. Implications underscore the limitations of using a single score to classify readers with and without proficiency in foundational skills.

Repeatability and Validity of MNREAD Test in Children With Vision Impairment.

PurposeTo evaluate the test–retest reliability and validity of the MNREAD test for use in children with vision impairment (VI) and to compare their performance on the test to that of normally sighted children.MethodsChildren with VI (n = 62) and without VI (n = 40) were administered the MNREAD test and the Basic Reading Inventory (BRI) on two study visits, 1 to 3 weeks apart. The maximum reading rate, critical print size, and reading acuity were determined for the MNREAD test, and test–retest reliability was evaluated. The reading rate for the MNREAD test was compared to the BRI results.ResultsStrong correlations between visits were found for all MNREAD parameters (0.68–0.99). Older, but not younger, children with VI read significantly more slowly on both the MNREAD and the BRI than children with normal vision (P < 0.05). Reading rates between the two tests were strongly correlated (r = 0.88). For the MNREAD test, the reading rate increased 4.4 words per minute (wpm) per year for VI and 10.6 wpm/y for those with normal vision. For the BRI, the reading rate increased by 5.9 wpm/y for VI and 9.7 wpm/y for those with normal vision. Poorer visual acuity was associated with slower reading rates on the MNREAD test but not on the BRI, as the MNREAD relies largely on visual factors but the BRI also relies on linguistic and grammar skills.ConclusionsThe MNREAD test are reliable and valid for use in children with vision impairment.Translational RelevanceThe MNREAD test can be utilized by clinicians, as they are a quick, easy-to-administer method for evaluating reading vision in children with VI.

Impact of literacy across content on middle school students' reading comprehension in a rural context

BackgroundReading comprehension is an essential skill not only during learning but also to successfully navigate everyday life. However, reading comprehension is a task that is challenging even among some adept readers. Thus, in the present investigation, we explored how to improve reading comprehension skills among a sample of middle school students (N = 124) in rural southeast Georgia, United States.MethodsEmploying a quasi‐experimental pre‐test/post‐test design, we randomly assigned six classrooms to serve as either intervention (three classrooms with n = 66 students) or control (three classrooms with n = 58 students). The treatment involved implementing evidence‐based literacy instruction across content areas by the three content‐area teachers whose classrooms formed part of the intervention group. Data on students' reading comprehension skill as measured by the Reading Inventory (RI) and Georgia Milestones Assessment System (GMAS) Lexile were collected at baseline (2018) and post‐test (2019).ResultsResults revealed that students exposed to literacy instruction across content significantly outperformed students in the control group on both post‐test RI and GMAS scores, after controlling for prior knowledge pre‐test scores, albeit the effect was three times larger for GMAS Lexile than RI scores.ConclusionImplementing literacy instruction across content areas is an effective method for enhancing reading comprehension. We discuss implications for research and practice considering these findings.

Developing Reading, Reading Comprehension and Motivation: An Action Research Study

The aim of this study was to develop the reading, reading comprehension and reading motivation levels of a second grade elementary school student diagnosed with a specific learning disability and experiencing reading difficulty. In this context, the main research problem can be stated as “How can reading, reading comprehension and reading motivation be developed in a second grade elementary school student who has difficulty with reading?” One of the qualitative research designs, the action research design, was used in the study, which was carried out during the first semester of the 2018-2019 academic year. Following determination of the problem status, an action plan covering 30 lesson periods was created and implemented. For development of reading skills, repetitive reading, echo reading and syllable-word exercises were utilised; to develop reading comprehension skills, pre-reading, while-reading and post-reading strategies were employed; while for improvement of reading motivation, interesting texts, rewarding and praising were used. For determination of reading and reading comprehension levels, the Informal Reading Inventory was used, while for determining reading motivation level, the Motivation to Read Profile scale was used. As a result of the implementations, the student’s reading and reading comprehension levels increased from frustration level to instructional level, and a significant improvement in her reading motivation level also occurred.

Reading Difficulties of Grade 5 Pupils in English

The main purpose of the study was to diagnose the reading difficulties of grade 5 pupils in English. The researchers made use of descriptive method to obtain the data on the reading difficulties, comprehension, and behavioral performance of the respondents. To gather the data, the researchers adopted the reading selections from Philippine Informal Reading Inventory as a tool in examining the reading level of the pupils. As for the respondents’ reading miscues and behavioral performance, a teacher-made questionnaire was used to determine the learning areas that require intervention. The findings of the study pointed out that grade 5 pupils had difficulties on word recognition and reading comprehension. They tend to mispronounce English words and their behavior affects their performance while reading. A proposed reading program was included in this study to provide a reading remediation to learners with reading difficulties. Alongside with this initiative, teachers may conduct drill lessons to monitor progress of the pupils on areas that need improvement. Teachers must also be aware on the common errors committed by the learners to be able to provide remedial instruction.

Effect of Student Teams-Achievement Divisions and Think–Pair–Share on Students’ Interest in Reading Comprehension

The study investigated the effect of two cooperative learning strategies (the student teams-achievement divisions and think–pair–share methods) on students’ interest in reading comprehension. Seventy-eight senior secondary II students were randomly selected from three schools in Vandeikya Local Government Area, Benue State, Nigeria. A pretest–posttest quasi-experimental design was adopted. The Interest in Reading Inventory (&lt;em&gt;R &lt;/em&gt;= 0.09) was the instrument used. Two hypotheses were tested at .05 levels of significance. Three intact classes were randomly assigned as Experimental Group 1, Experimental Group 2, and the control group. The data collected were analyzed using mean and standard deviation, and analysis of covariance was used to test the hypothesis. The results showed significant main effect of treatment on students’ interest in reading comprehension, &lt;em&gt;F&lt;/em&gt;(1,51) = 3.743, &lt;em&gt;p &lt;/em&gt;&lt; .05. Students exposed to Student Teams-Achievement Divisions program performed better than those in the control group. Furthermore, Think–Pair–Share has significant effect on students’ interest in reading comprehension, &lt;em&gt;F&lt;/em&gt;(1,51) = 18.018, &lt;em&gt;p &lt;/em&gt;&lt; .05). Thus, cooperative learning has shown to be effective in improving students’ interest in reading comprehension.

SARA Reading Components Tests, RISE Forms: Technical Adequacy and Test Design, 3rd Edition

In this research report, we describe the conceptual foundation and measurement properties of the Reading Inventory and Scholastic Evaluation (RISE). The RISE is a 6‐subtest, Web‐administered reading skills components battery. We review the theoretical and empirical foundations of each subtest in the battery, as well as item designs. The results included in this report feature a calibrated item pool based on a national sample of students, an extension of the vertical scale to span Grades 3–12, psychometric analyses of the data for each subtest, an item response theory scaling study for each of the subtests across the entire grade span, an evaluation of multidimensionality, an evaluation of differential item functioning for gender and race/ethnicity, and an expanded review of validity evidence.

The Effect of Doubling the Amount of Recess on Elementary Student Disciplinary Referrals and Achievement Over Time

ABSTRACTResearch demonstrates children’s attention, working memory, and behavior improve following a recess or activity break. Longer periods of inactivity are associated with higher levels of inattention; children who are less active have higher rates of disciplinary infractions. Thus, providing physical activity breaks may positively impact student achievement and behavior. The purpose of this study was to determine the effect of doubling recess time on elementary students’ academic achievement and disciplinary referrals over two school years. Participants were 728 K to 6th-grade students from one school in the southeastern United States who transitioned from one 15-minute recess break to two 15-minute recess breaks per school day the following year. Discipline referrals were recorded and coded by type. Academic achievement reflected students’ math and reading performance on the Measure of Academic Progress, the Reading Inventory, and the Math Inventory. Results show the number of discipline referrals increased with the additional daily recess, and math test scores improved. Given the differential effects on student disciplinary referral and academic achievement outcomes, implications are discussed for school personnel in light of these findings.

Communicate Read Engage (CRE): Towards Reading for Understanding

This action research determined the effectiveness of Communicate, Read, and Engage (CRE) strategy in improving the students' reading comprehension. Using the one-group pretest-posttest design, the teacher administered the reading inventory to the 31 first year college education students enrolled in developmental reading, implemented the strategy and conducted the post reading inventory. Results showed that CRE is effective in improving the reading comprehension level of struggling readers. CRE is recommended as an alternative teaching strategy for learners with comprehension difficulty.

Guided Reading to Develop the Grade IV Learners Reading Ability

The researchers noted reading difficulties of learners in Lagan Elementary School. This prompted the researchers to do an assessment of their reading ability based on word recognition, reading comprehension ability and reading speed. Only four out of the 24 pupils can read well. Eighty three percent (83%) of the pupils cannot read words and sentences well. Their speed in reading is slow and their reading comprehension is also poor. The study aimed to find out the effectiveness of guided reading in developing learners’ reading ability. Specifically, it determined the level of reading capability of the pupils before the implementation of the guided reading in terms of: a) word recognition b) comprehension, and speed. One-group pseudo-experimental method of research with pretest and posttest was used. Pretest was used to assess the reading ability of students. There were four series of reading activities used in the intervention. The tool used in the pretest and posttest was the Philippine Informal Reading Inventory (PHIL-IRI) of the Department of Education. The paired t-test was used to find the difference in the reading ability of learners. It was noted that there was significant improvement of the learner’s ability to recognize words, comprehend and improvement in their speed from slow to average and even fast. Therefore, it is recommended that continuous implementation of guided reading in the classroom will be done to improve reading abilities of pupils.

The Reading Comprehension Levels of Grade 12 ABM Students: An ESP Design for Basic English Course

This study determined the reading comprehension level of grade 12 ABM students of Mater Dei College, Tubigon, Bohol during the school year 2018-2019 with 95 subjects comprising the entire population. Participants were mostly from rural junior high schools of northern part of Bohol. John’s Basic Reading Inventory was individually administered to each student to collect the needed data for this study. The gathered data was used to conceptualize the proposed English for Specific Purposes modules for basic English course, particularly for the senior high school ABM students. Analysis on the data gathered was anchored on the different theories of reading comprehension The findings of the reading inventory administered to the grade 12 ABM students revealed that their oral and silent reading comprehension levelwas generally on frustration level. This shows that a big percentage of students were not able to analyze the passage correctly. Hence, the students need much assistance from the teacher in analyzing the selection.

Metatheoretical Differences between Running Records and Miscue Analysis: Implications for Analysis of Oral Reading Behaviors

The purpose of this article is to examine the metatheoretical differences that impact how runningrecords and miscue analysis differ in (a) the quantification of readers’ produced responses totext and (b) the analysis of oral reading behaviors. After providing historical and metatheoretical overviews of both procedures, we present the data source, which included 74 records of oral readings from an extant data set collected from an informal reading inventory. Each record was coded using running record and miscue analysis procedures. We used inferential statistics to examine relationships across conceptually similar items of analysis (for example, the number oferrors or miscues). Findings from the inferential statistics show that there were significant, positive correlations between three of the five conceptually similar items, and a lack of statistically significant correlations between the use of meaning and grammar between running records and miscue analysis. Based on the findings, we argue that both procedures, which are often confused and conflated, possess metatheoretical differences that influence how oral reading behaviors are interpreted. These differences, in turn, impact how reading ability is framed and socially constructed. We conclude with the significance of this research for education professionals.