Course #2: Diagnostic Reading Inventory

This course is part of the Online Professional Development Certificate Program

 Research-Based Reading Instructions and Interventions: Elementary Level

About this Course

This course is designed to provide an overview how to use a Diagnostic Reading Inventory to diagnose reading deficit areas related to fluency, comprehension, and word identification


Course goals:

1. Use a Diagnostic Reading Inventory (Informal Reading Inventory) to diagnose the cause of reading difficulties

2. Conduct a miscue analysis to identify word identification strengths and deficits

3. Conduct a running record to identify approximate reading levels

3. Assess comprehension using a maze and story retelling chart

4. Assess and document fluency using WPM or SPF assessments.

Get Started


Reading Assignments

• Chapter 4: Diagnosis and Documentation

Text:  10 Essential Instructional Elements for Students with Reading Difficulties: A Brain-Friendly Approach’ (Johnson, 2016).  Students receive a free copy of this book with course registration.

Video Mini-Lectures



Reflective Analysis and Response Assignment

Conduct a miscue analysis with a student in your classroom:

Miscue analysis (see videos 4a and 4.b above).  Used a graded or leveled reading passage to conduct a miscue analysis.  Use the DRI analysis sheet to organize and report your quantitative data. 


Select any two of the following strategies to try in your classroom:


• Maze. Using a graded reading passage of at least 100 words to design a maze.  Administer the maze to determine students’ approximate comprehension level.

• Story retelling chart.  Find a story that has an identified grade level.  Create and administer a story re-telling chart to assess a student’s approximate comprehension level.

• Running record.  Using a graded or leveled reading passage, create and administer a running record or records to identify a student’s independent and instructional reading levels.

• Fluency.  Design three WPM or SPF assessments.  Use these in successive days with a student or students.

Conduct a reflective analysis using the below template:

Share your results on the FlipGrid discussion.  This discussion format allows you to share your ideas using short, recorded videos (90 seconds or less).  It is simple to use.  Go to the site below to record your ideas:      Use the password: ReadingAJ

Report and Analysis Form

Date(s) of implementation:
1. How did you use the strategy?
2. What seemed to work well?
3. What would you do differently?
4. Other observations and analysis:

Discussion Web Responding Guide

1. Interesting.  Find and describe some part of the entry that you like or find to be interesting or useful.

2. Question.  Find and describe some part of the entry about which you’d like more information or have questions.

3. Extension or application.  Identify and describe other ideas, applications, or extensions you might have related to the entry.

4. Other.