This article asserts that a carefully administered informal reading inventory (IRI) provides important information on low-achieving readers that is "not" provided by an end-of-grade standardized reading test. Using case studies of students' IRI performance, we address the concept of instructional level and the necessity of teaching low…

Grounded in the simple view of reading, this study tracked the development of print-processing skill in high-, average-, and low-achieving readers at six time points across grades 1-3. Results showed large between-group differences in sight vocabulary, oral reading accuracy, and oral reading rate that remained stable from beginning of first grade…