A Re-Examination of the IRI: Word Recognition Criteria

Discussed are word recognition & comprehension criteria appropriate for identifying instructional reading levels of elementary students. Previous research is outlined. The current study involved students in grades 1 through 5 (N = 150). The Analytical Reading Inventory was administered to all participants; 50 were given the Diagnostic Reading Scales (DRS). Miscues were coded as each student read. Oral reading & comprehension responses were taped for later verification. Results confirm previous research findings that the word recognition criterion for instructional reading level should be set at about 95% for students reading at grade levels 1-6. However, word recognition may be variable, depending upon several factors, eg, readability, concept density, type & wording of comprehension questions, sentence syntax, & concept abstractness. This indicates the need for standardizing informal reading inventories so that the criteria can be set to coincide with each particular passage. 2 Tables, 8 References. N. Kaminester