Social implications – The chapter suggests how small groups of educators could work together to determine which of their students to assess with an IRI and, after assessing, to discuss how they will use the results to target instruction for those students.
Johns, J., L’Allier, S. and Johns, B. (2012), "Making the Most of Informal Reading Inventories: Moving from Purposeful Assessment to Targeted Instruction", Ortlieb, E. and Cheek, E. (Ed.) Using Informative Assessments towards Effective Literacy Instruction (Literacy Research, Practice and Evaluation, Vol. 1), Emerald Group Publishing Limited, Bingley, pp. 39-72. https://doi.org/10.1108/S2048-0458(2012)0000001005Download as .RIS
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