Johns, Jerry L. This paper describes the Basic Reading Inventory, an individually administered informal reading test composed of a series of word lists and graded paragraphs which the child reads aloud to the teacher. Comprehension questions follow the reading of each paragraph. The contents include: "Preface"; "Description of the Basic Reading Inventory"; "Purposes of the Basic Reading Inventory"; "Testing Materials," which discusses the manual, performance booklets, test cards for word recognition, and test cards for the graded paragraphs; "Administering and Scoring the Basic Reading Inventory," which looks at establishing rapport and administering the word recognition test and graded paragraphs; "Determining Reading Levels," which discusses the independent, instructional, and frustration reading levels, determining reading levels from the word recognition test, and determining reading levels from the word recognition score in context; "Assimilating the Results for the Basic Reading Inventory"; and "Using the Basic Reading Inventory to Enhance Instruction," which examines ways of determining strengths and weaknesses in word attack and comprehension and analyzing miscues and developing strategy lessons.
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She directs the NIU Literacy Clinic and teaches reading courses for undergraduate, graduate, and doctoral students, including practicums in reading assessment and instruction. Prior to her current position, Dr. Elish-Piper worked as an elementary and middle school teacher and an educational therapist in a clinical setting.
She has also developed, implemented, and evaluated family literacy programs for inner-city families and their young children. Elish-Piper is active in many professional organizations.
Elish-Piper consults with schools and family literacy programs across the Midwest. She also regularly presents at international, national, state, and local professional conferences. Her research, publications, and presentations focus on literacy coaching, family literacy, parent involvement, reading strategy instruction, and literacy teacher education.
She has authored or co-authored more than 40 publications including books, chapters, articles, videos, and instructional materials. Jerry Johns Jerry L. He has been recognized as a distinguished professor, writer, and outstanding teacher educator.
He taught students from kindergarten through college and now serves as a consultant and speaker to schools and professional organizations. He has received recognition for outstanding service to each of these professional organizations and is a member of the Illinois Reading Council Hall of Fame.
Jerry has served on numerous committees of the International Reading Association and was a member of the Board of Directors. Jerry has been invited to consult, conduct workshops, and make presentations for teachers and professional groups throughout the United States and in seven countries.
He has also prepared over twenty books and related resources that have been useful to a diverse group of educators. His Basic Reading Inventory is widely used in undergraduate and graduate classes, as well as by practicing teachers. Jerry recently coauthored the fourth edition of Improving Reading: Strategies and Resources.
Johns Basic Reading Inventory
She directs the NIU Literacy Clinic and teaches reading courses for undergraduate, graduate, and doctoral students, including practicums in reading assessment and instruction. Prior to her current position, Dr. Elish-Piper worked as an elementary and middle school teacher and an educational therapist in a clinical setting. She has also developed, implemented, and evaluated family literacy programs for inner-city families and their young children.
Basic Reading Inventory: Kindergarten through Grade Twelve and Early Literacy Assessments
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