Use of the Informal Reading Inventory
An IRI generates both quantitative and qualitative results (Stahl & Pickle, 1996; Johns, 2001). Quantitative data is provided by finding general reading levels. Qualitative data comes from the assessor's observation of reading behaviors. Three general reading levels are usually identified in reading assessments to establish a baseline of data. These levels help teachers provide students with appropriate reading materials. General reading levels are determined by word identification and comprehension for each grade level. Table 12 defines each level of reading.

Table 12: General Levels of Reading

(Johns, 2001)

Children who read at the Independent Level find the reading materials easy. These readers have excellent comprehension and word recognition. They are fluent readers. An independent reader would be expected to read a variety of text without support. Children who read at the Instructional Level are comfortable with the reading materials. Readers at this level would be expected to read a variety of text with support. Children who read at the Frustration Level find the reading materials too difficult to read. They have poor comprehension and word recognition. Many words are unknown and their reading rate is slow.

An IRI is a method to explore students' reading behaviors. Observing reading behaviors provides qualitative data. The assessors recorded field notes during each assessment. These notes may include comments on the child's reading expression, fluency, rate of reading, knowledge of punctuation, ability to attend, persistence, and willingness to take risks. Assessors also observe behaviors which indicate frustration. For example, one assessor noted that the student being assessed slid way down in his chair.