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“Morris has written the best informal reading inventory (IRI) currently available. It assesses word recognition in isolation and in context, as well as comprehension and spelling. In five decades in the reading profession, I have never encountered a better IRI. This is a tour de force of reading assessment.”

—Ronald L. Cramer, PhD, Distinguished Professor of Education, Oakland University


“Finally! An informal reading inventory that melds the best of the reading clinical tradition and current reading development theory. This book is a 'must' for classroom teachers, special educators, literacy coaches, and Title I facilitators—in fact, for any teacher who wants a valid, reliable, efficient way to determine students' instructional reading levels. Veteran teachers will applaud Morris's no-nonsense, 'let's get it done right' approach, and novice educators will appreciate his accessible 'how-to' direction. Elementary and special education professors need look no further for a methods assessment guide that will serve their students well in the real world.”

—Kathleen J. Brown, PhD, Director, University of Utah Reading Clinic


“The synthesis of research, clinical wisdom, and fine writing make the Morris Informal Reading Inventory a 'new classic' for every literacy professional's bookshelf. Preservice and inservice classroom teachers will find this book a crystal-clear guide to artfully constructed, reliable, and valid individual reading assessment. Scholars and students will appreciate its elegant historical overview of individual reading assessment combined with compelling new data. And literacy educators will find Morris's carefully sequenced approach valuable for university classes and other professional development. Kudos to Morris for this fine resource.”

—Camille Blachowicz, PhD, Co-Director, The Reading Leadership Institute, National College of Education, National Louis University


“In today’s world of high-stakes standardized tests, teachers are looking for assessments that make a real difference in their day-to-day instruction; in this book, Morris more than delivers. Drawing on decades of research, extensive work in his reading clinic, and the rich clinical tradition in the field, Morris clearly and insightfully guides teachers in the art of administering and interpreting literacy assessments to inform effective instruction. With carefully selected graded word lists, high-interest reading passages, and assessments specifically designed for emergent and beginning readers, I am confident that the Morris Informal Reading Inventory will become a standout assessment in our own reading center and a 'go-to' resource for teachers, reading specialists, and practitioners.”

—Kevin Flanigan, PhD, Department of Literacy, West Chester University

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Table of Contents

Part One. Examiner's Manual

Section 1. The Informal Assessment of Reading Ability        

Section 2. Administering an Informal Reading Assessment (Grades 2–8)

Section 3. Interpretation of Reading Scores                       

Section 4. Assessing the Beginning Reader (Grades K–1)

Section 5. Development of the Reading Inventories

Part Two. Test Materials

I. Informal Reading Inventory (Grades 2–8)

II. Beginning Reading Inventory (Grades K–1)

References 

Index

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About the Author

Darrell Morris, EdD, is Professor of Education and Director of the Reading Clinic at Appalachian State University in Boone, North Carolina. While at Appalachian State, he has directed the master’s program in reading and helped school districts throughout the country set up early reading intervention programs. His recent research has focused on studying children’s (grades K-6) performance on informal reading inventories. He is the author of Diagnosis and Correction of Reading Problems, Second Edition, and The Howard Street Tutoring Manual, Second Edition. Dr. Morris is a recipient of the International Reading Association’s Dina Feitelson Research Award.

• All titles by Darrell Morris

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Audience

Classroom teachers and reading specialists in K–8; teacher educators and graduate students.

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Course Use

Serves as a supplemental text in advanced undergraduate- and graduate-level courses such as Reading Assessment, Reading Diagnosis and Remediation, and Diagnosis of Reading Problems.