Resource 1 - IRIs

Johnson, A. (2013b, April 18). Informal reading inventory – Taylor [Video file]. Retrieved from: https://www.youtube.com/watch?v=5c6OmHv2Nls

        The video file, 'Informal Reading Inventory - Taylor' presented by Andrew Johnson (2013), provides a visual representation of Informal Reading Inventories (IRIs) that enables the viewer to gain a better understanding of this assessment process. It provides an accurate representation that clearly demonstrates a valuable pedagogy that can be adapted for all year levels.

        This resource would predominantly be useful for teachers aspiring to learn about how to use IRIs in the classroom as it provides an example of word lists and a reading passage in action. The fact that it is possible to see this implemented between a teacher and student allows the viewer to envisage themselves using this method in the classroom. As the student reads the word list and the passage, it is possible to observe the interaction between teacher and student when words are not known, miscues occur and self-corrections are made. This resource also shows a comprehension assessment after the passage has been read, which enables the viewer to understand the value of this component of IRIs.

        For example, this resource can correlate to the ‘Meaning Maker’ resource of the Four Resources Model as it allows the teacher to assess the student’s comprehension of the text that has been read. In addition, as it is possible for teachers to develop a program suitable for individual students within their own classroom. As such, such a resource would also allow the ‘Learning by Design’ pedagogy to be implemented. In effect, this video allows the viewer to visualise the written documentation of IRIs and allows a comprehensive understanding of the assessment of word lists and comprehension assessment to be attained.

        The need for assessment of reading begins from the Foundation Year and continues to Year 4 as seen within the Australian English Curriculum (Literacy strand) Content Descriptors ACELY1649 (Foundation Year); ACELY1659 (Year 1); ACELY1669 (Year 2); ACELY1679 (Year 3); and ACELY1691 (Year 4). The progression of reading occurs through reading predictable texts, supportive texts, less predictable texts, to the ability to read an increasing range of different types of text. Even though reading may not be explicitly assessed through the Australian Curriculum after Year 4, there is still a need to assess students’ abilities to read throughout the rest of their primary schooling.