Analytical Reading Inventory: Comprehensive Standards-Based Assessment for All Students Including Gifted and Remedial (10e)

The Analytical Reading Inventory (ARI) is an informal diagnostic tool designed to determine a student’s reading level and to establish an instructional plan for improvement. It is comprised of a series of literature and informational text passages of increasing difficulty, from pre-primer to level nine, and can be used with all readers from the very young to high school students. As a student reads a leveled passage, the examiner records quantitative and qualitative standards data on easy-to-use Examiner’s Passage Record Sheets.  The record sheets are comprehensive, making it possible to record and summarise data, identify an instructional focus, and report results.

The 10th Edition of the ARI supports undergraduate and graduate education students, instructors, school psychologists, and classroom, Title I, and special education teachers, by offering:

• Two assessment scenarios: A Case Study, a means of collecting data for special placement; and  the ARI Quick Assessments, a means of collecting comprehensive data in a short  amount of time.
• NEW! Examiner’s Passage and Summary Record Sheets.
• Common Core Instructional Strategies for each of the five assessment and instructional elements.

• SECTION I OVERVIEW 
• SECTION II EXAMINER’S PASSAGE AND SUMMARY RECORD SHEETS MODEL 
• SECTION III ARI FOR YOUR REFERENCE          
• SECTION IV DIRECTIONS– READING LEVELS INDEPENDENT THROUGH FRUSTRATION      
• SECTION V DIRECTIONS– SUMMARIZE DATA, IDENTIFY INSTRUCTIONAL FOCUS, AND REPORT RESULTS   
• SECTION VI ARI QUICK ASSESSMENTS          
• SECTION VII TRANSITION TO INSTRUCTION  
• SECTION VIII ARI DEVELOPMENT AND VALIDATION  
• SECTION IX APPENDIX           
• SECTION X MODEL CASE STUDY – READING LEVELS INDPENDENT THROUGH FRUSTRTION    
• SECTION XI EXAMINER’S RECORD SHEETS

• NEW!  ARI Quick Assessments offer educators a time-saving, yet comprehensive assessment.
• The ARI, quick assessments can be used for placement of new students; as a whole class beginning, middle, and end-of-year assessment, or for periodic progress monitoring after a period of instructional focus. 
• NEW! Examiner’s Passage and Summary Record Sheets are organized into five ARI Assessment/Instruction Elements (A/I E):
  • Prior Knowledge/Prediction
  • Miscues and Cueing Systems
  • Fluency
  • Retellings/Summary Statement
  • Comprehension Question Responses
  • Each element is matched with the corresponding Common Core State Standards (CCSS) for English Language Arts.  Accuracy percentage scores for word recognition and comprehension are provided for the Independent, Definite Instructional, Transitional Instructional, and Frustration Reading Levels.
• New thorough and easy-to-use record sheets New, efficient, and thorough, sheets have been designed for the ARI 10/e, offering educators a highly comprehensive, yet practical way to:
  • Record Common Core Standards data.
  • Summarize quantitative and qualitative data.
  • Select an instructional focus.
  • Report quantitative and qualitative results.
• NEW! The PDToolkit website accompanies the book, offering the learning tools needed to administer an ARI, summarize data, select an instructional focus, and report results. Currently multimedia resources in video, audio, and PDF formats  are available, including a case study, assessment and summary demonstrations,  model examiner’s record sheets, assessment and summarization practice, presentation charts, quick assessment demonstrations, electronic  record sheets, and other electronic templates.
• NEW!  Often there is a mismatch between the sentence structure a reader uses in oral language and what is found in the texts read as classroom or leisure reading material. The ARI 10^th Edition record sheets include sentence structure data collection. In Section VII, Transition to Instruction, recommendations are included for teaching and holding students accountable for day-to-day use of grammatically correct simple and compound sentences.  
• NEW! Section III: ARI For Your Reference includes a collection of information, resources, and advice about the ARI, among them:
  • Why is Quantitative and Qualitative Analysis Essential?
  • How Are the Common Core State Standards and the First ARI Assessment/Instruction Elements Matched?
  • Quick Reference for ARI Vocabulary.
  • Reader Commitment Reference.
  • Reading Levels Graph and % Accuracy Reference.

• Offers two assessment scenarios:
• The Case Study—Reading Levels Independent.
• Through Frustration and ARI Quick Assessments:
  • The Case Study is intended for educators who are learning how to administer the ARI, classroom teachers who want to refresh their knowledge of informal reading inventory assessments, reading specialists, Title I teachers, special education teachers, and school psychologists who are assessing students for special placement.
  • NEW!  ARI Quick Assessments offer educators a time-saving, yet comprehensive assessment. The ARI, quick assessments can be used for placement of new students; as a whole class beginning, middle, and end-of-year assessment, or for periodic progress monitoring after a period of instructional focus.
• NEW! Examiner’s Passage and Summary Record Sheets are organised into five ARI Assessment/Instruction Elements (A/I E):
  • Prior Knowledge/Prediction
  • Miscues and Cueing Systems
  • Fluency
  • Retellings/Summary Statement
  • Comprehension Question Responses
  • Each element is matched with the corresponding Common Core State Standards (CCSS) for English Language Arts.  Accuracy percentage scores for word recognition and comprehension are provided for the Independent, Definite Instructional, Transitional Instructional, and Frustration Reading Levels.
• New thorough and easy-to-use record sheets have been designed for the ARI 10/e, offering educators a highly comprehensive, yet practical way to:
  •  Record Common Core Standards data.
  •  Summarize quantitative and qualitative data.
  •  Select an instructional focus.
  •  Report quantitative and qualitative results.
• Common Core Standards instructional strategies are recommended in Section VII, Transition to Instruction.

Mary Lynn Woods was a classroom teacher for 18 years, teaching preschool, grades 1, 4, 5, 6, 7, 8, and K-12 remedial reading.  For the last 22 years, she has been an on-site language arts staff development consultant in the Indianapolis area, working directly in K-12 classrooms with teachers and administrators, teaching in-classroom demonstration lessons, conducting in-classroom observations/debriefing sessions, and facilitating teacher study groups.  During that time she also taught language arts and reading diagnostic courses at the University of Indianapolis.