[LIT] Running Records/IRI/Miscue Analysis/NWEA

[Heather Poland]

Exactly. It is important to see which errors do/do not change the meaning of
the text.

I am not familiar with the NWEA. In my district we give the DRP (Degrees of
Reading Power) twice a year.

On 7/8/06, lbrazell at comcast.net <lbrazell at comcast.net> wrote:
>
> Lori Jackson <ljackson at gwtc.net>wrote:
> Part of the process
> is the valueing of errors which do not impact meaning.  I have only done a
> couple, but one thing that really hit me hard was
> that when a child makes a sophisticated susbstitution, it is a an act of
> comprehension -- that the child must have an
> understanding of the text to make this substitution.
>
> I just read what Lori wrote.  When working with struggling middle school
> students, initially, I just want to know if they have strategies for both
> decoding and for comprehending.  A modified IRI/miscue analysis helps me do
> this.  It is not a formal test and I usually do it in the classroom during
> Independent reading when the classroom teacher is also conferring with
> students. It is more like a conversation about reading:  "Show me a part you
> really liked/didn't understand/confirmed your prediction.  Can you read me
> this page?"  And then our conversation about the book is founded on textual
> evidence...helpful for me if I haven't read it.  I may or may not make a
> copy of the text...I usually do only if I think it will help the classroom
> teacher understand the student's reading difficulty better.
>
> For formal reporting we use the DRA with our below grade level
> readers.  Also, this is the second year our students were given the NWEA but
> I have not used the results to inform my instruction.  Has anyone else done
> this with NWEA?  I know using the data will be a focus for us next year.
>
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-- 
- Heather

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