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8/22/99
General Description of the Tailored Reading Inventory
Tailored Reading begins here. Being aware of what the pupil already knows is of crucial importance to most efficient learning. The Tailored Reading Inventory enables the tutor to find initial reading gaps and to gain a great deal of diagnostic information in a short amount of time, thus producing relatively little frustration for the pupil. It is also a way to promote successful learning immediately after the assessment takes place. A pupil who knows very little can be tested with the complete Inventory in less than fifteen minutes, and even a shorter amount of time with the currently available abridged version. The Inventory furnishes the tutor with the capability of, regardless of how little the child knows, immediately providing him with positive reading experiences involving letters, words and sentences.
Honesty is the best policy. It is important for the examiner to have the student understand that the purpose of the Inventory is not to obtain a high score, but rather that this activity is a way for her to make known what kind of help is needed in order to become a better reader. It is like telling the doctor where the pain is so she can help best. Therefore, the student should not guess, but try as much as possible to communicate her true abilities. A "correct" guess would mean that the tutor thinks that the information is already known, and it might not be taught. This kind of "fooling" only hurts the pupil, who might never learn that particular bit of knowledge. If a full answer is not known, whatever is known should be expressed. If the student is totally unfamiliar with an item, it is more than OK to say, "I don’t know."
Let's be positive. Basic to Tailored Reading is the premise that the pupil's positive self-concept is crucial during testing as well as tutoring and this should be uppermost in the tutor's mind. Successful learning occurs most effectively when pupils feel that they understand what is happening and that they have an active role in the process. The Inventory enables the tutor to immediately structure success, thereby providing positive feelings on the part of the learner.
The Tailored Reading
Inventory
The following are the two sections of the TRI that are relevant to beginning readers. They deal with the first half of the Rainbow Words, and Letter Names and Sounds. There is a tutor's copy (with space for notation) and a pupil's copy for each. Obviously, it is important to note errors as accurately as possible for the results to truly reflect the pupil's current abilities.
How to begin the Tailored Reading Inventory: Assuming this is the first time the tutor and pupil are meeting, after the tutor introduces herself to the pupil, she sits next to him (which is better than across the table), and puts the pupil at ease as much as possible. Some questions about his likes and dislikes might be in order. Soon a Pupil Information Questionnaire will be available, a non-threatening way to find out and note things of importance to the pupil that also might be used instructionally during a future session. Something like this might follow: "The two of us are going to be a team to help you become a better reader. The first thing we'll do is to find out what kind of help you need. I know it's difficult for you to tell me where you need help, although I would like you to tell me what you can. I'll ask you some questions. If you know the answers, that's fine, but it's just as good if you don't. That's because if you don't know an answer you are really telling me something you need to learn and how I can help you read better. I am going to write down what I find out, and when we're finished, I'll have a good idea how to help you. So you see, the idea is not to get an 'A,' but to be very honest about what you know or don't know. Oh, yes. If there's time we get to play a real neat game that I'm sure you're going to like. O.K.?"
The tutor places the appropriate copy of the Inventory, consisting of the Rainbow words and Letter Names and Sounds sections, in front of each of them. Click here to go to these tests which can be printed from the web page.
A Description of the Tailored Reading Inventory Subtests
Rainbow Words. Knowledge of twenty-five different preprimer through first grade Rainbow Words are tested here (some are repeated in the sentences, totaling thirty words in all. Since beginning readers are inconsistent, some pupils may read one correctly but not the other, providing additional insight into her abilities.) The readability level (also the word's point value when used in activities) of each is noted to the right of the adjacent line. 1 = preprimer, 2 = primer, and 3 = first grade words.
Beginning with sentence number one, the pupil is asked to read aloud each word from left to right. The tutor then:
1. Places a check mark on the line next to each word read correctly,
2. Leaves the line next to the word blank for which no response was given,
3. Writes down incorrect responses, and
4. Writes down "non-word" guesses as phonetically accurately as possible.
An estimate of the pupil's sightword knowledge, which can be circled on the test above the Rainbow Words, is as follows, according to the total number of words read correctly:
Words Read Correctly
Approximate Reading Level
1-6
preprimer
7-20
primer
21-30
first grade or higher
2. Letter Names and Sounds. The student’s ability to name and "sound out" each letter of the alphabet is tapped here. First all the upper case, then the lower case letter names are tested, followed by the sounds (with the pupil reading the the lower case letters). Pupils who do very well on the Rainbow Words may not need to be tested on letter names unless a problem is suspected. The tutor makes a check next to correct responses and writes the pupil's incorrect answers (such as "b" for "d") in the column labeled "U" (upper case), "L" (lower case), and "S" (sounds), respectively. The space is left blank if no response is given. If the pupil has difficulty remembering the sound (or doesn't understand the concept of a letter sound), he can be told to think of a word whose first letter is the one being asked. For some children this concept is a revelation in itself. If this helps, note the fact that it was provided by writing "w/h" (with help) next to the check indicating the correct answer. If the student gives the soft sounds for "g" and "c" (as in "general" and "cent") the other, (hard) sound (as in "goat" and "car") should be asked, (by saying, "Do you know the other sound that letter makes?"). Likewise, it is mainly the student’s knowledge of short vowel sounds that is most important. This "other" sound of the letter should be asked if the long sound (the name of the vowel) is given.
If motivated to do so, the tutor can write brief notes concerning specific observations on any aspect of the Inventory.
Testing is not teaching. If the assessment is to be of most value it is important to remember that no help is to be provided the pupil (except for misunderstood instructions, and suggesting the pupil thinks of a word beginning with a letter whose sound is asked). This bit of help, which should be provided only once, gives a more accurate representation of the pupil's knowledge, and helps the tutor know where to begin instruction. During tutoring sessions as part of the natural interaction, there is a great deal of testing, from which the tutor draws information concerning what to teach. Once the accurate notation of the pupil's response to a question is noted, it is fine to provide immediate help. But the importance of first recording accurately that at that moment a problem existed, cannot be overstated.