Assessment of Reading Comprehension Using a Reading Interview

by Charles MacArthur, University of Delaware

Informal reading inventories (IRIs) provide information about students' reading level and general information about word recognition, fluency, and comprehension. However, an IRI, by itself, does not provide enough information about the reasons for comprehension problems to design instruction. The purpose of this assessment procedure is to provide further information about the reasons for comprehension problems after an IRI or other test has shown that comprehension problems exist.

This reading interview can be used to assess whether problems with vocabulary or background knowledge are limiting comprehension and to find out what strategies students can use. The basic procedure is to have students read short sections of text and report their thinking, check comprehension and probe to understand reasons for any difficulties, and ask questions about strategies. It is based on suggestions by Barr, Blachowicz, & Wogman-Sadow (1995) and Keene & Zimmerman (1997).

Preparation

• Select a text to read that is at the student's instructional level. Choose reading material based on interest (books, magazine articles) or on school requirements (textbooks, literature read in the class), depending on your purpose.

Introduction and Modified Think-Aloud

• Explain to the student that you are going to read together and that you will be asking questions about what the student thinks about when she is reading. Give whatever other explanation seems appropriate based on previous conversations.
  
  
• Give the student the book and provide a situation/purpose. The purpose should be straightforward. For example, "Here is a novel; pretend that you decided to read it because it looked interesting." Or, "Here is your social studies textbook; pretend your teacher asked you to read Chapter 1."
  
  
• Ask, "Is there anything you would do or think about before you started reading?" If the answer is yes, say, "Show me what you would do and explain what you would think." For example, if she says she would look at the pictures first, ask her to look at the pictures and tell you what she thinks as she does that.
  
  
• Ask the student to start reading, telling her that you will stop her every paragraph or two and ask her what she thought about as she read. (Pick logical stopping points.) Have the student read aloud unless you already know that she does not have a word recognition problem. "I want you to read several pages of this book. I will stop you every once in a while and ask you to tell me what you were thinking about as you read the book. You can tell me anything the book makes you think of, any problems you had while reading, and what you think it is about."
  
  
• Stop the student every paragraph or two and ask what she was thinking as she read. Repeat the general question, "Tell me what you were thinking about as you read the book. You can tell me anything the book makes you think of, any problems you had while reading, and what you think it is about."
  
  

Probing for Specific Problems

• If it is not clear that the student understands the text, then ask, "Tell me in your own words what that paragraph was about." You can also ask a specific comprehension question.
  
  
  • If she cannot tell you the main idea (or answer the question), then ask her to look back at the paragraph and try to tell you.
  • Ask about the meaning of any difficult vocabulary words, and tell her anything she doesn't know.
  • Check any unusual background knowledge that might be causing a problem and explain it.
  • See how much help you need to provide for her to understand the paragraph.
  
  
• At any time during the reading/interview that the student does not seem to understand the literal content, use questions like these to probe for the reasons.

Probing for Specific Problems

• After a few paragraphs of this general request to report on her thinking, you can investigate particular strategies. You do not need to do all of these. For each strategy, you are asking, first, whether the student used the strategy and, second, if she can use it when prompted.
  
  
• Making Connections:
  • "When you were reading, did it remind you of anything you know about?" Probe for more information.
  • "Are there things that you know about or things in your life that could help you to understand this book?"
  
  
• Predictions:
  • "Did you make any predictions as you were reading about what was going to happen next? Why did you make that prediction?"
  • What do you think will happen next?"
  
  
• Asking Questions:
  • "What did you wonder about (or ask questions about) while you were reading?"
  • "What questions do you have about this book now?"
  
  
• Imagery:
  • "When you were reading, did you make any pictures or images in your head? Tell me everything you can about the picture you made up?"
  • [If not,] "Can you think of another story where you did make pictures in your head?"
  
  
• Summary of Longer Section:
  • "What do you think were the most important parts of this story (book) that you have read so far?"
  
  

Dr. MacArthur is a professor of Special Education, School of Education, at the University of Delaware, Newark.

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References

Barr, R., Blachowicz, C. L. Z., & Wogman-Sadow, M. (1995). Reading diagnosis for teachers: An instructional approach. White Plains, NY: Longman.

Keene, E. L., & Zimmerman, S. (1997). Mosaic of thought: Teaching comprehension in a reader's workshop. Portsmouth, NH: Heinemann.