Comprehensive Reading Inventory: Measuring Reading Development in Regular and Special Education Classrooms

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Pearson/Merrill Prentice Hall, 2007 - Education - 396 pages
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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.




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.



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.


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About the author (2007)

Dr. Robert B. Cooter, Jr. holds the position Distinguished Professor of Urban Literacy Research at The University of Memphis. In March of 2006, Robert Cooter and Dr. J. Helen Perkins, also of The University of Memphis, were selected by the International Reading Association to be the next editors of The Reading Teacher, the largest literacy education journal in the world. His primary research focus pertains to research-based reading instruction for children living at the poverty level.

Professor Cooter founded The Memphis Literacy Academy, an outreach program in Memphis City Schools dedicated to raising the expertise and of hundreds of inner-city teachers of reading, and is also co-principal investigator for the Memphis Striving Readers Program (grades 6-9 content areas), a $16 million middle school literacy research project in Memphis City Schools funded under a major grant by the U.S. Department of Education for 2006-2011.

Dr. Cooter formerly served as the first “Reading Czar” (associate superintendent) for the Dallas Independent School District (TX) and engineered the district's highly acclaimed Dallas Reading Plan involving the training of approximately 3,000 teachers in “comprehensive literacy instruction.” In March of 1998, Cooter was recognized as a “Texas State Champion for Reading” by then-Governor George W. Bush and First Lady Laura Bush as a result of the successes of the Dallas initiative.

Cooter has authored or co-authored nearly 100 journal articles and some 19 books in reading education. His books include the best-selling Teaching Children to Read: Putting the Pieces Together (Merrill/Prentice Hall), an evidence-based reading (SBRR) text currently used at over 200 universities; Strategies for Reading Assessment and Instruction: Helping Every Child Succeed (Merrill/Prentice Hall) which is at present the top text in reading assessment in the U.S., Perspectives on Rescuing Urban Literacy Education: Spies, Saboteurs, & Saints (Lawrence Erlbaum Associates), The Flynt/Cooter Reading Inventory for the Classroom (Merrill/Prentice-Hall), and The Comprehensive Reading Inventory (Merrill/Prentice Hall), a new norm-referenced reading assessment tool to be published in fall 2006.

A native of Nashville, Tennessee, Bob lives in Memphis with his wife, Dr. Kathleen Spencer Cooter, a popular Special Education and school leadership professor, author, and researcher at The University of Memphis.

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