The Flynt/cooter Comprehensive Reading Inventory-2: Assessment Of K-12 Reading Skills In English…

Paperback | May 6, 2013

byRobert B. Cooter, E. Sutton Flynt, Kathleen Spencer Cooter

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Designed to help educators assess the “Big Five” components of reading instruction as identified by the National Reading Panel—phonemic awareness, phonics, vocabulary, fluency, and comprehension—the CRI is recognized as a leader in the field for its ability to ensure quick and reliable assessment of the reading skills and needs of students in grades Pre-K through 12. The groundbreaking features that made this book’s original edition a top choice of teachers and literacy coaches for many decades are continued here, along with a number of changes that make the analysis of data more efficient and increase student learning, among them a Spanish version to help educators better serve the needs of English speakers and/or English learners.

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Designed to help educators assess the “Big Five” components of reading instruction as identified by the National Reading Panel—phonemic awareness, phonics, vocabulary, fluency, and comprehension—the CRI is recognized as a leader in the field for its ability to ensure quick and reliable assessment of the reading skills and needs of stud...

From the Jacket

Designed to help educators assess the “Big Five” components of reading instruction as identified by the National Reading Panel–phonemic awareness, phonics, vocabulary, fluency, and comprehension–the CRI is recognized as a leader in the field for its ability to ensure quick and reliable assessment of the reading skills and needs of stu...

Robert B. Cooter, Jr. currently serves as Dean of the Annsley Frazier Thornton School of Education and Ursuline Endowed Chair of Teacher Education at Bellarmine University in Louisville, Kentucky. Author of numerous books and articles on reading instruction, his primary research focuses on the improvement of literacy instruction for ...

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Format:PaperbackDimensions:352 pages, 10.8 × 9.1 × 0.7 inPublished:May 6, 2013Publisher:Pearson EducationLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0133362523

ISBN - 13:9780133362527

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Extra Content

Table of Contents

Preface

SECTION I. OVERVIEW OF THE CRI-2 TESTS

The Interest Inventory

Reading Attitude Survey: Elementary Grades (K–5)

Concepts of Print Assessment

Phonemic Awareness and Other “Alphabetics” Assessment Tests

Phonemic Awareness Tests (PAT)

Initial Consonant Sounds Test

Phonemic Segmentation Test

Blending Sounds Test

Letter Naming Test

Phonics and Decoding Tests

Phonics Test (PT)

Oral Reading and Analysis of Miscues

Vocabulary Assessment: The High Frequency Word Knowledge Survey

Comprehension Assessment

Fluency Assessment (and Norms Table)

 

After testing, then What?

 

Section II. CRI-2 Administration procedures

The CRI-2 Assessment Process

Using the Instructional PDToolkit to Get Acquainted with the CRI-2

 

ADMINISTERING AND SCORING THE CRI-2

Administration Procedures: Graded Sentences for Initial Passage Selection

The Preprimer (PP) and Primer (P) Passages

Reading Passages: Narrative and Expository (Forms A–D)

General Procedures

Specific Procedures

Part I: Silent Reading Comprehension

Part II: Oral Reading and Analysis of Miscues

Miscue Grid: Error Types

Miscue Grid: Analysis of Miscues

Fluency: Determining Reading Rate

Part III: Miscue Analysis

Part IV: Listening Comprehension (Optional)

Completing the Student Summary

Part I: Student Interview

Part II: “Alphabetics” and Vocabulary Knowledge

Part III: Reading Comprehension, Fluency, and Oral Reading Assessments

Part IV: Instructional Implications (IF – THEN Analyses)

Part V: Student’s Intervention History

      Pre- and Post-testing

Setting Intervention Goals in Tiers

      Classroom Accommodations

Response to Intervention (RtI) Using the CRI-2

      IES Recommendations

      Tier 1 Interventions: Translating Assessment Data Into Classroom Lesson Plans

      IF – THEN Thinking: Selecting Appropriate Intervention Strategies

  Instructions for Using The Comprehensive Reading Inventory—ESPAÑOL version (CRI: Español)

 

REFERENCES

 

SECTION III     

THE COMPREHENSIVE READING INVENTORY – 2nd edition (CRI-2)

Preliminary Assessments

Interest Inventory

Reading Attitude Survey – Elementary Grades (K–5)

Concepts of Print Assessment

Alphabetics Assessments

            Phonemic Awareness Tests (PAT)

            Letter Naming Test

            Phonics Test

            Vocabulary Assessments

 

Form A

Narrative Reading Passages

Sentences for Initial Passage Selection

 

Narrative Reading Passages

Level PP: The Accident

Level P: Let’s Go Swimming  

Level 1: You Cannot Fly! 

Level 2: The Pig and the Snake

Level 3: The Big Bad Wolf  

Level 4: New Clothes  

Level 5: Hot Shoes 

Level 6: Mountain Fire 

Level 7: The Canoe Trip 

Level 8: The Eagle 

Level 9: The Case of Angela Violet 

Examiner’s Assessment Protocols 

Level PP: The Accident 

Level P: Let’s Go Swimming  

Level 1: You Cannot Fly!  

Level 2: The Pig and the Snake  

Level 3: The Big Bad Wolf  

Level 4: New Clothes  

Level 5: Hot Shoes  

Level 6: Mountain Fire  

Level 7: The Canoe Trip 

Level 8: The Eagle  

Level 9: The Case of Angela Violet 

 

Form B

Narrative Reading Passages

Sentences for Initial Passage Selection

 

Narrative Reading Passages

Level PP: Eyes in My Closet 

Level P: The T-Ball Game  

Level 1: Birthday at the Zoo  

Level 2: Mary’s New Bike  

Level 3: Bedtime 

Level 4: A Different Time 

Level 5: Afternoon Walk  

Level 6: Laser Boy  

Level 7: The Paper Route  

Level 8: Riley and Leonard  

Level 9: The Long Night  

Examiner’s Assessment Protocols  

Level PP: Eyes in My Closet  

Level P: The T-Ball Game  

Level 1: Birthday at the Zoo  

Level 2: Mary’s New Bike 

Level 3: Bedtime  

Level 4: A Different Time 

Level 5: Afternoon Walk  

Level 6: Laser Boy  

Level 7: The Paper Route  

Level 8: Riley and Leonard  

Level 9: The Long Night  

Form  C

Expository Reading Passages  

 

Sentences for Initial Passage Selection

Expository Reading Passages  

Level 1: Bears  

Level 2: The Night Sky  

Level 3: Flying Flowers  

Level 4: The Story of Coca-Cola  

Level 5: Popcorn  

Level 6: Cooking Without Fire: The Microwave Oven  

Level 7: Diamonds  

Level 8: The Future Is Here  

Level 9: Visual Illusions  

Examiner’s Assessment Protocols  

Level 1: Bears  

Level 2: The Night Sky  

Level 3: Flying Flowers  

Level 4: The Story of Coca-Cola  

Level 5: Popcorn  

Level 6: Cooking Without Fire: The Microwave Oven  

Level 7: Diamonds  

Level 8: The Future Is Here  

Level 9: Visual Illusions  

 

Form  D

Expository Reading Passages  

Sentences for Initial Passage Selection

 

Expository Reading Passages  

Level 1: Animal Friends  

Level 2: Making Pictures Is Art  

Level 3: The History of Books  

Level 4: Mountain Man  

Level 5: Music of Mexico  

Level 6: Jesse Owens  

Level 7: Nails: A Carpenter’s “Fastener”  

Level 8: The Environments of Africa  

Level 9: The Mathematics of Health  

Examiner’s Assessment Protocols  

Level 1: Animal Friends  

Level 2: Making Pictures Is Art  

Level 3: The History of Books  

Level 4: Mountain Man  

Level 5: Music of Mexico  

Level 6: Jesse Owens  

Level 7: Nails: A Carpenter’s “Fastener”  

Level 8: The Environments of Africa  

Level 9: The Mathematics of Health  

 

Appendix :

Student Summary Forms  

 

references

About the Authors

 

RESOURCES FOUND ON THE PDToolkit

Guidelines for Administering CRI-2

Track 1: An Overview of the Comprehensive Reading Inventory (CRI)

Track 2: How to Administer & Score the CRI

Track 3: Basic Teacher Preparations to Administer the CRI Effectively

Track 4: Comments Regarding the Administration of Procedures

Track 5: Interest Attitude Interview: Primary Form with Darryl

Track 6: Interest Inventory Analysis

Track 7: Explanation of Alphabetics Tests

Track 8: Phonemic Awareness Tests/Initial Consonant Sound Tests: An Oddity Task with Darryl

Track 9: Analysis of the Initial Consonants Sounds Test with Darryl

Track 10: Explanation of the Blending Sounds Test

Track 11: Phonemic Awareness Tests/Blending Sounds Test Part A: Onsets and Rhymes with Darryl

Track 12: Phonemic Awareness Tests/Blending Sounds Test Part B: Blending Individual Sounds with Darryl

Track 13: Analysis of the Blending Sounds Tests

Track 14: Explanation of the Phonemic Segmentation Test

Track 15: Phonemic Awareness Tests/Phonemic Segmentation Test with Darryl

Track 16: Analysis of the Phonemic Segmentation Test

Track 17: Explanation of the Letter Naming Test

Track 18: Letter Naming Test with Darryl

Track 19: Analysis of Letter Naming Test

Track 20: Explanation of the Phonics Quick Test

Track 21: Phonics Quick Test: Nonsense Words with Darryl

Track 22: Analysis of the Phonics Quick Test

Track 23: Explanation of the Vocabulary Assessment

Track 24: High Frequency Word Knowledge Survey with Darryl

Track 25: Analysis of High Frequency Word Knowledge Survey

Track 26: Introduction of Use of Graded Sentences for Initial Passage Selection

Track 27: Using Graded Sentences with Darryl

Track 28: Analysis of Sentences for Initial Passage Selection

Track 29: Silent Reading Comprehension: Retelling of the Story for Level 3 Big Bad Wolf (Form A) with Darryl

Track 30: Oral Reading and Analysis of Miscues for of Level 3 Big Bad Wolf (Form A) with Darryl (Fluency)

Track 31: Analysis of Silent Reading Comprehension (Level 3, Form A) and Oral Reading and Analysis of Miscues

Track 32: Silent Reading Comprehension: Retelling of the Story for Level 4 New Clothes (Form A) with Darryl

Track 33: Oral Reading and Analysis of Miscues for Level 4 New Clothes (Form A) with Darryl (Fluency)

Track 34: Analysis of Silent Reading Comprehension (Level 4 New Clothes, Form A) and Oral Reading and Analysis of Miscues

Track 35: Silent Reading Comprehension: Retelling of the Story for Level 5, Hot Shoes (Form A) with Darryl

Track 36: Oral Reading and Analysis of Miscues for Level 5, Hot Shoes (Form A) with Darryl

Track 37: Analysis of Silent Reading Comprehension (Level 5, Hot Shoes), Oral Reading, Analysis of Miscues and Closing

 

CRI: Español

Introduction

Entrevista de Interés y Actitud (Interest/Attitude Interview): Primary Form

Entrevista de Interés y Actitud (Interest/Attitude Interview): Upper Level Form

Forma A

            Sentences for Initial Passage Selection

            Narrative Passages

Nivel PP: El accidente

Nivel P: Vamos a nadar

Nivel 1: ¡No puedes volar!

Nivel 2: El cerdito y la serpiente

Nivel 3: El lobo grandey feroz

Nivel 4: Ropa nueva

Nivel 5: Los zapatos de moda

Nivel 6: Un fuego en la montaña

Nivel 7: Un viaje en canoa

Nivel 8: El águila

Nivel 9: El caso de Karina Gómez

                                    Examiner’s Assessment Protocols

Nivel PP: El accidente

Nivel P: Vamos a nadar

Nivel 1: !No puedes volar!

Nivel 2: El cerdito y la serpiente

Nivel 3: El lobo grandey feroz

Nivel 4: Ropa nueva

Nivel 5: Los zapatos de moda

Nivel 6: Un fuego en la montaña

Nivel 7: Un viaje en canoa

Nivel 8: El águila

Nivel 9: El caso de Karina Gómez

Forma B

Sentences for Initial Passage Selection

Narrative Passages

Nivel PP: Ojos en mi armaria

Nivel P: Beisbol

Nivel 1: Mi cumpleaños en el zoológico

Nivel 2: La bicicleta nueva de María

Nivel 3: Hora de dormir

Nivel 4: En otra época

Nivel 5: Un paseo por la tarde

Nivel 6: Niño láser

Nivel 7: La entrega de periódicos

Nivel 8: Ramón y Leonardo

Nivel 9: Una larga noche

Examiner’s Assessment Protocols

Nivel PP: Ojos en mi armaria

Nivel P: Beisbol

Nivel 1: Mi cumpleaños en el zoológico

Nivel 2: La bicicleta nueva de María

Nivel 3: Hora de dormir

Nivel 4: En otra época

Nivel 5: Un paseo por la tarde

Nivel 6: Niño láser

Nivel 7: La entrega de periódicos

Nivel 8: Ramón y Leonardo

Nivel 9: Una larga noche

Forma C

Sentences For Initial Passage Selection

Expository Passages

Nivel 1: Osos

Nivel 2: El cielo nocturno

Nivel 3: Flores voladoras

Nivel 4: La historia de la Coca-Cola

Nivel 5: Palomitas

Nivel 6: Cocinando sin fuego: El micro-ondas

Nivel 7: Diamantes

Nivel 8: Va está aquí el futuro

Nivel 9: Ilusiones visuales

Examiner’s assessment protocols

Nivel 1: Osos

Nivel 2: El cielo nocturno

Nivel 3: Flores voladoras

Nivel 4: La historia de la Coca-Cola

Nivel 5: Palomitas

Nivel 6: Cocinando sin fuego: El micro-ondas

Nivel 7: Diamantes

Nivel 8: Va está aquí el futuro

Nivel 9: Ilusiones visuales

Forma D

Expository Passages

Nivel 10: Altoparlantes estereofónicos

Nivel 11: Cambio de apariencia

Nivel 12: Comunicaciones de fibra óptica

Examiner’s Assessment Protocols

Nivel 10: Altoparlantes estereofónicos

Nivel 11: Cambio de apariencia

Nivel 12: Comunicaciones de fibra óptica

 

Additional Resources

Form E Levels 10–12 (English)

Expository Passages

Level 10: Stereo Speakers

Level 11: Changing the Way We Look

Level 12: Fiber Optic Communications

Examiner’s Assessment Protocols

Level 10: Stereo Speakers

Level 11: Changing the Way We Look

Level 12: Fiber Optic Communications

INTEREST INVENTORY—ENGLISH VERSION

High Frequency Word Cards

Guidelines for Marking Miscues

Miscue Grid

MISCUE ANALYSIS SUMMARY

Selected Common Miscues and Intervention Strategies

Selected Books for Guided Reading: Reading Level Translations

Student Summary Form

 

 

 


Editorial Reviews

“The text’s strength lies in providing a good foundation of knowledge in administering, scoring and applying literacy assessment to instruction. It is comprehensive enough that students are able to engage in multiple assessments without being overwhelmed.” – Judith Dunkerly, University of Nevada Las Vegas   “I think the completeness of the text is what makes it a rich and excellent resource. I am very impressed with the Special Ed and 504 sections of the book and the extent to which the needs of these important populations are addressed.” – Laurie Goodman , California State University, Fresno   “The Comprehensive Reading Inventory would be very useful for instructors involved in planning and implementing tier 2 and 3 reading interventions.  It gives you a great deal of background information on each individual student.  This assessment is very comprehensive and would also be beneficial to afterschool tutors and/or private tutoring companies.” – Melissa Knapp, Robert E. Lillard Elementary Design Center, Nashville, TN