Bader Reading and Language Inventory By: Melissa Antonelli and Jaclyn Clark

THE BASICS• Author:

Bader, Lois A.Date: 1983

• Manual Length: 233 Pages

• Administration:• Individual • Publication : Macmillan Publishing• Population: Pre K – 3 and higher

• Purpose:– Designed to

determine students entry reading level.

– Confirming a student’s progress.

– Assisting the tutor with choosing teaching techniques.

– Aiding in securing grants, funding showing the effectiveness of the program.

THE TEST• Skills Assessed:– Reading Comprehension

Language ComprehensionDecodingCipher KnowledgePhoneme AwarenessLetter KnowledgeConcepts About PrintPhonologySyntaxPhonological Awareness

Overview of Test:

• Section 1- –Word Recognition

• 8 word lists (Pre-primer to Level 6)

• Section 2-– Reading

Comprehension• Section 3-–Writing Sample.

Assessment includes

• Each section builds upon the previous.

Section 1:

• Is the starting point. • The list becomes progressively more difficult

with each lettered list.• Ask the student to read consecutively higher

lists until three or more words are missed. • Record which Word List is at the student’s

independent level (no more than one mistake), instructional level (no more than two mistakes) and lowest frustration level (three or more mistakes).

Word recognition

EXAMPLES OF WORD LISTS

Word List A (Preprimer)• ___ the • ___ am • ___ get • ___ is • ___ and • ___ here • ___ see • ___ not • ___ can • ___ will

Word List D (Level 2.0)• ___ biggest • ___ where • ___ yourself • ___ those • ___ before • ___ things • ___ stopped • ___ place • ___ always • ___ everyone

SCORING WORD RECOGNITION

• a. If the word is pronounced correctly, place a “” next to the word.

• b. If the word is pronounced incorrectly, place an “X” next to the word and write

• the word as the student pronounced it.• c. If the reader self-corrects, add a “C”.• d. If a word part is omitted, draw a line

through the part omitted.• e. If the student fails to pronounce the

word at all, draw a line through the entire• word.

Section 2:

• Is based on the number of mistakes the student makes in Section 1.

• Start at independent level• Have student read passage aloud.• Have the student retell the story and number

the memories in order. • Record number or “unprompted memories”.• Use questions to recall information not given.• Record “prompted memories:”

Reading Comprehension

EXAMPLES OF READING COMPREHENSION

Reading Card A: The Dog Show (preprimer level)

• I went to a dog show.• I saw big dogs.• I saw little dogs.• I saw dogs with long hair.• And dogs with short hair.• There were dogs everywhere.

SCORING READING COMPREHENSION

• Who read the passage?– Student read aloud, Student read silently Examiner

read• Please retell the story: (Number the memories in the order

mentioned. Use the questions behind the memories, if necessary, to prompt the student’s recall of the story.)– ___ dog show (Where did the person go?)– ___ big dogs ___ little dogs (What size were the dogs?)– ___ long hair ___ short hair (What was their hair like?)– ___ everywhere (Where were the dogs?)

• Memories ___ # Unprompted ___ # Prompted• Organized retelling? Yes No

Section 3:

• Is based upon the number of errors a student makes in Section 2.

• Chose a passage one or two grades below instructional level.

• Read sentences and ask student to write them down.• If they are unable let them copy the sentences.• There are two sets of passages those used for

dictation and those used for copied passages. Important teacher administers the right passage.

• Note the top half of the page is for a dictated writing sample and the bottom half is for a copied writing sample

Writing Sample

FOLLOW-UP• Go over assessment with student– Point out strengths for

encouragement– Tell student reading level not grade

level• Fill out comprehension

assessment• Finishes scoring summary and

mark highest level in which required errors were not met

SCORING• Scoring Summary–Word Recognition Scoring:• ___ Highest independent level• ___ Highest instructional level• ___ Lowest frustration level

• Also check which card the student reads from.

ReviewsStrengths• Covers many skills• Manual includes

passages and scoring forms

• Allows space for Examiner’s observations

• Step by step guide for administration

• Reading lists provide entry level for reading passage

Weaknesses

• Scoring can be subjective• No information presented

on the development of the writing and other language tests

• no coherent articulation on the usefulness of the results

• Ambiguous for test development

• Designed for experts in diagnosing

Our Commentary

• We do not fully agree with the review about the inadequacy of this slide.

• We think the test is practical for a classroom teacher who needs to assess areas of reading within a fairly short time period.

• We could use this with students this year, especially for assessing aspects of reading.

• We like the spectrum of skills covered by the test.

• We noticed that despite the informality of the test, results match up with scores from classroom basal readers.

• We like the extra writing section on the test.• We like the option to test comprehension all

orally. • We like the option of testing fluency quickly. • We like the clear cut, user friendly manual

that uses the same scoring short hand as the QRI – 4 and other formal reading tests.

• We like choosing from one set of passages without having to jump around.

• We don’t like the mix of expository and narrative passages as the leveled reading progresses.

We think, We like, We agree…

Sample Scoring Sheet

Level 8 Passage

Reading Comprehension Observations

Writing Sample

Resources• Bader, L. (1983). Bader Reading and Language Inventory.

Retrieved from Mental Measurements Yearbook database.• Bader Reading and Language Inventory © 2002. Retrieved

March 26, 2010, from http://www.indyreads.org/• Bader, Louis A., (2009)Reading Resources, Bader Reading

and Language Inventory - 6th Edition. Retrieved March 26, 2010 from http://www.sedl.org/cgi-bin/mysql/rad.cgi?searchlang=&andorgrades=any&referenced=&andor=all&searchname=bader&andor2=all&searchsubtests=&andorelements=any&sortby=name+of+tool&resultsperpage=50&camefrom=search&submit=Search