This is the only comprehensive reading inventory on the market to assess the "Big Five" components of reading instruction as identified by the National Reading Panel: phonemic awareness, phonics, vocabulary, fluency, and comprehension.   Derived from the Flynt/Cooter Classroom Reading Inventory, this informal classroom inventory offers teachers of preschool through Grade 12 the simple, straightforward miscue analysis method for assessing their students' level of competency in reading comprehension and fluency.In addition this text provides easily administered assessment tools for discerning students' development in phonemic awareness, phonics, and vocabulary. Additional materials are provided to help teachers to assess students' whose first language is Spanish and students who have special needs. A resource CD and an Audio case study CD are included with every copy.   FEATURES:   Three-Part Organization - Part I provides an Introduction to CRI,  Administration guidelines and student summary records. Part 2 provides interest inventories, phonemic awareness, phonics, and vocabulary assessment tools. Part 3 provides readers passages with narrative and expository forms and assessment protocals.     Reliability and Validity - The CRI was found to be one of the most reliable and vaild reading tests of its kind and compares quite favorably to other similar instruments available today. A complete summary of validity and reliability findings from the CRI Validation Study can be found on teh accompanying resources CD in the back of the CRI.   English Language Learners: Meeting the Needs of Learners Whose First Language is Spanish - the CRI also includes assessment forms and protocols for working with learners whose first language is Spanish. These forms that once appeared in the Flynt/Cooter English Espanol Reading Inventory for the Classroom, have been carefully and precisely revised to ensure they are more  culturally responsive and sensitive to the needs of students whose first language is Spanish.   CD - Provides an audio description of how to administer the inventory and includes an authentic case study of a student's performance. A completed sample student summary form of this child's performance appears in Part I of the CRI.   CD - Provides users with assessment resources, reliability and validity study, Spanish readers passages, and assessment protocals.   SPECIAL NEEDS ANALYSIS: Specially prepared data sheets have been created for teachers who plan to use this inventory to assess their special needs students.   CRI Student Summary Form-SPED -- designed to meet the mandates of IDEA and is ideal for developing an IEP.   CRI Student Summary Form -Title I -- designed to prioritize instruction for the Title I reading teacher by collecting pre and post-test data.   CRI Student Summary Form-504 - designed to meet the needs of schools creating accomodation plans for identified students based on student CRI data. The form provides guidelines for reasonable accomodations and allows schools/parent committees to determine classroom modifications.  

Table of Contents:
Contents SectionI–Instructions for Using the Comprehensive ReadingInventory  1 Introduction to the Comprehensive Reading Inventory  2 Reading Assessment: A Comprehensive Perspective  2 Scientifically Based Reading Research and Assessment  2 The “Big Five” SBRR Assessment Areas  2 How Does the CRI Assess Each of the Big Five Areas of Reading?  5 Reliability and Validity: Technical Development of the CRI  5 Methodology  6 Results  6 Summary and Conclusion  14 Special Education, Title I, and 504 Settings  14 Special Education  15 Title I  15 Section 504  15 English Language Learners: Meeting the Needs of Bilingual and ESL Teachers  15 How to Administer and Score the CRI  16 Recommended Procedures: The CRI Assessment Process  16 Using the Instructional DVD to Get Acquainted with the CRI  16 Comprehensive Reading Inventory Assessment Tools  16 Reading Comprehension, Fluency, and Oral Reading Assessments  19 Graded Sentences for Initial Passage Selection  19 The Preprimer (PP) and Primer (P) Passages  19 Reading Passages: Narrative and Expository (Forms A—D)  21 Instructions for Administering the Form E Passages (Grades 10—12)  29 Completing the Student Summary Form  30 The Student Summary Form for Regular Classroom Settings  30 The Student Summary Form for Special Education, Title I, and Section 504 Settings  31 Instructions for Using the Español Reading Inventory Included on the CRI CD  57 First Interventions: Translating Assessment Data into Classroom Lesson Plans  57 If-Then Thinking  61 Getting Started  65 SectionII–Comprehensive ReadingInventory Assessment Tools  67 Interest Inventory  68 Reading Attitude Survey–Elementary Grades (K—5)  68 Alphabetics Assessments  75 Phonemic Awareness Tests (PAT)  75 Letter Naming Test (LNT)  95 Phonics Quick Test (PQT)  99 Vocabulary Assessments  104 References  106 SectionIII–The Comprehensive ReadingInventory (CRI)  109 Form  A Sentences for Initial Passage Selection  111 Narrative Passages  115 Level PP: The Accident  116 Level P: Let’s Go Swimming  118 Level 1: You Cannot Fly!  120 Level 2: The Pig and the Snake  123 Level 3: The Big Bad Wolf  124 Level 4: New Clothes  126 Level 5: Hot Shoes  128 Level 6: Mountain Fire  130 Level 7: The Canoe Trip  132 Level 8: The Eagle  134 Level 9: The Case of Angela Violet  136 Examiner’s Assessment Protocols  133 Level PP: The Accident  141 Level P: Let’s Go Swimming  143 Level 1: You Cannot Fly!  147 Level 2: The Pig and the Snake  151 Level 3: The Big Bad Wolf  155 Level 4: New Clothes  159 Level 5: Hot Shoes  163 Level 6: Mountain Fire  167 Level 7: The Canoe Trip  171 Level 8: The Eagle  175 Level 9: The Case of Angela Violet  179 Form  B Sentences for Initial Passage Selection  183 Narrative Passages  187 Level PP: Eyes in My Closet  188 Level P: The T-Ball Game  190 Level 1: Birthday at the Zoo  192 Level 2: Mary’s New Bike  195 Level 3: Bedtime  196 Level 4: A Different Time  198 Level 5: Afternoon Walk  200 Level 6: Laser Boy  202 Level 7: The Paper Route  204 Level 8: Riley and Leonard  206 Level 9: The Long Night  208 Examiner’s Assessment Protocols  211 Level PP: Eyes in My Closet  213 Level P: The T-Ball Game  215 Level 1: Birthday at the Zoo  219 Level 2: Mary’s New Bike  223 Level 3: Bedtime  227 Level 4: A Different Time  231 Level 5: Afternoon Walk  235 Level 6: Laser Boy  239 Level 7: The Paper Route  243 Level 8: Riley and Leonard  247 Level 9: The Long Night  251 Form  C Sentences for Initial Passage Selection  255 Expository Passages  259 Level 1: Bears  261 Level 2: The Night Sky  262 Level 3: Flying Flowers  263 Level 4: The Story of Coca-Cola  264 Level 5: Popcorn  266 Level 6: Cooking Without Fire: The Microwave Oven  267 Level 7: Diamonds  269 Level 8: The Future Is Here  270 Level 9: Visual Illusions  272 Examiner’s Assessment Protocols  273 Level 1: Bears  275 Level 2: The Night Sky  279 Level 3: Flying Flowers  283 Level 4: The Story of Coca-Cola  287 Level 5: Popcorn  291 Level 6: Cooking Without Fire: The Microwave Oven  295 Level 7: Diamonds  299 Level 8: The Future Is Here  303 Level 9: Visual Illusions  307 Form  D Sentences for Initial Passage Selection  311 Expository Passages  315 Level 1: Animal Friends  317 Level 2: Making Pictures Is Art  319 Level 3: The History of Books  320 Level 4: Mountain Man  322 Level 5: Music of Mexico  323 Level 6: Jesse Owens  325 Level 7: Nails: A Carpenter’s “Fastener”  326 Level 8: The Environments of Africa  328 Level 9: The Mathematics of Health  330 Examiner’s Assessment Protocols  333 Level 1: Animal Friends  335 Level 2: Making Pictures Is Art  339 Level 3: The History of Books  343 Level 4: Mountain Man  347 Level 5: Music of Mexico  351 Level 6: Jesse Owens  355 Level 7: Nails: A Carpenter’s “Fastener”  359 Level 8: The Environments of Africa  363 Level 9: The Mathematics of Health  367 Appendix: Student Summary Forms  333