Administering Jerry Johns Reading Inventory

Q: In what ways does the Jerry Johns Basic Reading Inventory accommodate different comprehension modes such as listening, silent, and oral reading comprehension?

The inventory uses different forms for assessing each comprehension mode. For oral reading, the student reads aloud, and the teacher assesses miscues and comprehension. Silent reading uses Form D, where the comprehension score follows similar procedures as oral assessment. Listening comprehension involves the teacher reading aloud while the student follows the text, and comprehension is scored like oral comprehension .

Q: What is the methodology for scoring oral reading fluency in the Jerry Johns Basic Reading Inventory?

To score oral reading fluency, you mark where the student is after one minute to calculate words correct per minute (wcpm). Miscues are noted as substitutions, omissions, insertions, reversals, and repetitions. The accuracy rate is calculated by subtracting miscues from the total words read, then dividing by the total words read. If the reading is less than a minute, wcpm is calculated by dividing the number of words read correctly by the seconds taken and multiplying by 60 .

Q: How are graded word lists used in evaluating reading abilities according to the Jerry Johns Basic Reading Inventory?

Graded word lists start with lists easier than the student's known level and progress to more challenging ones. Students read at their own pace, and correct words are marked with a '+'. Misread words are noted, with self-corrections indicated differently. After initial reading, students attempt misread words again. Scoring considers correct words for sight and analysis to identify independent, instructional, and frustration levels .

Q: What processes are recommended for administering graded passage assessments and how should the time constraints affect the execution and scoring?

Start one level below the independent level and introduce passages per instructions. A timer is set for one minute to determine the rate of fluency. The student continues reading after the timer. Scoring of miscues and fluency calculations consider miscues in the first minute, while wcpm is adjusted if the passage is finished in less than a minute. Timing constraints ensure consistent fluency assessment .

Q: How do miscues affect the calculation of a student's reading accuracy, and what types of miscues are identified in the inventory?

Miscues such as substitutions, omissions, insertions, reversals, and repetitions decrease reading accuracy. They are subtracted from the total words read to determine the number of words read accurately. This calculation is necessary for finding the accuracy rate, which is essential for evaluating comprehension levels .

Q: What are the implications of allowing look-backs during reading comprehension assessments in the inventory, and how should they be scored?

Allowing look-backs can indicate difficulty in retaining content, as five or more look-backs may suggest memory issues. Look-backs can help assess instructional level, particularly for grades 9-12. Correct answers from look-backs are given half credit. If too many look-backs are needed, it may indicate that the material is too challenging for the student .

Q: What considerations are mentioned in the Jerry Johns Basic Reading Inventory for the use of forms LL and LI, and why are these forms significant?

Forms LL and LI offer a deeper appraisal of a student's reading ability, focusing on literary/narrative and informational/expository materials. They can be read both orally and silently, providing flexibility in assessment. Their significance lies in assessing a broader range of reading skills and genres, helping identify specific strengths and weaknesses in different reading contexts .

Q: Describe how retelling is utilized alongside comprehension questions in the Jerry Johns Basic Reading Inventory and its significance in evaluating comprehension.

Retelling supplements comprehension questions by requiring the student to recall and articulate passage content without looking back. It emphasizes understanding and memory retention, allowing the teacher to gauge if the student can summarize and relay main points independently. This evaluation is recorded and can highlight comprehension gaps not evident in direct questioning .

Q: What role do writing prompts play in the Jerry Johns Basic Reading Inventory, and how are they assessed separately from comprehension?

Writing prompts are used informally to assess writing fluency, spelling, use of conventions, and relevance to a given topic. Although aligned with reading passages, they aren't a measure of comprehension. Students write responses separately, which are then evaluated using a rubric focused on organization and adherence to the prompt, not comprehension performance .

Q: How are different reading levels, such as independent, instructional, and frustration levels, determined in the Jerry Johns Basic Reading Inventory?

The reading levels are determined based on both word recognition and comprehension scores. The Independent Level requires word recognition at 99% or above and comprehension at 90% or above. The Instructional Level requires word recognition at 95% or above and comprehension between 75%-85%. The Frustration Level is indicated by word recognition below 90% and comprehension below 50% .

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The document provides instructions for administering and scoring the Jerry Johns Basic Reading Inventory, which assesses reading levels through graded word lists, passages, and comprehension…

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Administering the Jerry Johns Basic Reading Inventory
Administering and Scoring Graded Passages
Listening Comprehension and Retelling
Approaches/Considerations to Look-Backs
Helpful Charts/Information

Administering the Jerry Johns Basic Reading Inventory, 12 th Edition

Forms (p. 7)
 All forms can be used to find oral reading, silent reading (Form D is suggested for this),
and listening comprehension levels.
 Forms D and E are informational text.
 Forms LL and LI permit a more in-depth appraisal of the student’s ability to read literary
or narrative and informational or expository materials. These two passages can be read
orally and/or silently.

Reading Levels (p. 10-12)

 Independent Level
o Word Recognition: 99% +
 Few or no repetitions, very fluent
o Comprehension: 90% +
 Instructional Level
o Word Recognition: 95% +
 Fluent, some repetitions, few unknown words
o Comprehension: 75% - 85%
 Frustration Level
o Word Recognition: <90%
 Word by word reading, many unknown words, lacks expression, slow rate
o Comprehension: <50%

Administering and Scoring Graded Word Lists (p. 23)

 What you need
o Teacher copy – found in the teacher manual
o Student copy – spiral bound book
 Begin with an easy list and move to frustration.
 Student reads through the list at his/her own pace. Put a + for correctly read words.
Note errors when a word is misread.
o Self-corrections are scored as a – in the sight column, and a + in the analysis
column.
o Once the list is complete, have the student go back to any misread words to try
again. If the word is read correctly, put a + in the analysis column.
 Scoring (p. 24)
o Count all correct words – both sight and analysis.
o Use the suggestions at the bottom of the teacher form to find the student’s
ability level.
o Continue testing until an independent, instructional, and frustration level is
found.
Administering and Scoring Graded Passages
 What you need
o Teacher copy – found in teacher manual
o Student copy – spiral bound book
o Timer
 Begin one level lower than the student’s known independent level.
 Follow instructions on the teacher’s copy to introduce the passage.

 Oral Reading Fluency and Comprehension

o Student reads entire passage aloud. Set timer for one minute and mark where
the student reads to count wcpm. The student will continue reading through to
the end of the passage.
o It is recommended NOT to provide the correct word if misread or if the student
is unsure, as it can alter the student’s comprehension of the text.
o Mark any miscues (p. 28)
 Substitutions; Omissions; Insertions; Reversals; Repetitions (p. 28
provides examples).
 Find the accuracy rate:
 Total Words Read – Miscues= ____ ÷ Total Words Read
o Ex: 50 – 4 = 46 ÷ 50 = 0.92 or 92% accuracy
 Subtract miscues from total words read within one minute to find wcpm.
 If the student finishes the passage in less than one minute, you can use
this formula to find wcpm:
Total # words read correctly _____x (multiply by) 60; ÷ (divide by) # of
seconds to read passage = wpm
o Oral Reading Comprehension – Refer to the look-back instructions at the end of
this document.
o + indicates correct response, - incorrect response. You can give ½ credit.
Underline response given, or record responses.
o Use scoring chart at the bottom of the teacher’s copy to find student levels.
o Continue assessing until an independent, instructional, and frustration level is
found.

 Silent Reading Comprehension- Refer to the look-back instructions at the end of this
document.
o Choose a form that has not been read orally. Form D is designed specifically for
silent reading.
o Begin at the highest independent level achieved on the oral reading passages.
o Follow the scoring procedure for the Oral Reading Comprehension passages
listed above.
o Continue assessing until an independent, instructional, and frustration level is
found.

 Listening Comprehension- Refer to the look-back instructions at the end of this

document.
o Choose a form not used for oral or silent reading comprehension.
o Begin with a passage around the student’s instructional level.
o Teacher reads the passage aloud as the student follows along in the spiral bound
book.
o Follow the scoring procedure for the Oral Reading Comprehension passages
listed above.
o Continue assessing until an independent, instructional, and frustration level is
found.

 Retelling (p. 30) – can be used in addition to comprehension questions.

o Do not allow student to look back at the passage.
o Have the student tell everything about the passage. You can encourage the
student to provide more information if necessary, or ask questions without
prompting specific details.
o Record retell in the box provided on the teacher’s copy.

 Writing Prompt (p. 46) – available for use, but not required.
o Writing prompts are not intended to be used as a measure of comprehension;
rather as an informal way to assess writing fluency, spelling and use of
conventions, organization, and relevance to the prompt.
o Each form provides a writing prompt that goes along with the passage. If you
choose to, have the student write on a separate sheet of paper. Use the
provided rubric to score.

Helpful Charts/Information:
Figure 2-1 on p. 25 – Sample of Graded Word Lists
Figure 2-3 on p. 28 – Suggested Method for Recording Miscues
Figure 2-4 on p. 31 – Retelling Evaluation Criteria
Figure 2-5 on p. 33 and Figure 2-6 on p. 34 – Sample of Graded Passage
Figure 2-9 on p. 47 – Reference for Scoring
Figure 2-10 on p. 48 – Rubric for Writing Response

Approaches/Considerations to Look-Backs
o Use the comprehension score without look-backs to calculate the student’s score to
determine whether that passage is at the student’s level.
o Look-backs that result in the correct answer should be given half credit. Five or more look-
backs in a single passage may be an indication that the student is having difficulty
remembering the passage content.
o For the passages in grades 9-12, it may be appropriate to use comprehension scores with
look-backs to determine the student’s instructional level.

Common questions