Administering the BRI
(Basic Reading Inventory)
Adams 12 Five Star Schools
District Literacy Team
DLT, Fall 2010
• Follow the procedures as outlined in this
packet—when in doubt, refer to the District
Protocol, or contact the District Literacy
DLT, Fall 2010
Who gets what?
•Kindergarten through third grades use PALS
• Fourth grade use Form LE*, if a student does not pass LE go to
Form A grade 2 or lower.
• Fifth grade use Form LE*, if a student does not pass LE go to
Form A (text not used last year) grade 3 or lower.
•Fourth and Fifth grades, below grade level, fluency scoring using
the fluency rubric in the curriculum frameworks (see the green
section, page 6.5 in the Language Arts Curriculum Framework)
*Midyear use forms LN & B
DLT, Fall 2010
What do we use and when?
BRI should be used in the fall and the spring and
will be entered into Scholarsmart.
•Fall scores entered by September 24, 2010
•Midyear scores for non-proficient entered by January 21, 2011
•Spring scores entered by May 20, 2011
DLT, Fall 2010
Suggested 2-Year Ceiling
BRI scores aren’t used to show growth. Instead they are a
diagnostic tool to guide instruction. So it is recommended to
stay within a 2 year ceiling when testing.
For example, 3rd grade is considered grade level for a 4th
grader at the beginning of the year. Assessing should stop at
5th grade if a student proficiently passes the passage with
instructional comprehension.
Why? Instructionally a student needs to have a deeper
understanding of the text, instead of maxing out to the
highest decodablity level.
DLT, Fall 2010
How do you administer the BRI?
Get Ready!
Prepare your testing space with the materials you need
•Student masters (DO NOT COPY) of the word lists Form B,
and graded passages Form LE
•Teacher copies of the word lists and graded passages (a.k.a.,
performance booklet)
•Pencil/pen, and/or highlighter for scoring
•Timer for testing fluency
. . .and a quiet place for testing!
DLT, Fall 2010
How do you administer the BRI?
Get Set!
•Take a moment to establish rapport with the child . . .
To watch a video of a teacher building rapport, insert the DVD from your BRI manual and
click on: “Teacher/Student Rapport Video.”
*Explain the purpose.
Example: “Good morning. The reason why we’re here is so you can show me how you read and how you think about your reading.
This helps me start to know some things I’ll need to do as your teacher.”
*Outline the assessment procedures
Example: “Here’s what we’re going to do. You’re going to read a short passage and then I’ll ask you some questions about it when
you finish. So you want to make sure you do your best and think about all the good things good readers do while they read.”
*You may explore the student’s interests
Some examples:
“What do you like to read?”
“What do you do when you have time to do what you want? ”
“What is the easiest thing about reading?”
“What is reading?”
“What do you do when you come to a hard word?”
“What’s the hardest thing about reading?”
*Answer any questions the student might have
Example: “Do you have any questions for me before we get started?”
DLT, Fall 2010
How do you administer the BRI?
Determine the starting point:
•Administer word lists, starting with a level
that you believe the child will be successful.
To watch an example of a teacher administering a word list to a
student, insert the DVD from your BRI manual and click on:
Administering Third-Grade Word List Video.”
DLT, Fall 2010
•Use word lists to choose passage, NOT to determine
reading level.
•Be sure both teacher and student each have their copy of
the word list.
•Put a “c” next to correct responses or leave blank
•Write the phonetic equivalents next to incorrect responses
•Write “sc” indicating when the child self-corrected
DLT, Fall 2010
Administering Graded Word Lists
1. Set the student up for success: begin with a word list that
will be easy for the student
2. Have the student pronounce the words rapidly. Record the
words that are not pronounced correctly in the sight column.
At the end of the list, have the student reread the
mispronounced words and record the second pronunciation
in the analysis column.
3. Proceed to the graded reading passage: begin at the highest
grade level at which the student correctly pronounced 19 or
20 words on a graded word list. Continue reading passages
until student is no longer instructional level.
DLT, Fall 2010
Important Reminders
*At or above grade-level readers read the passages
silently first, then answer comprehension questions. At
the end, read orally for the miscue analysis.
*Below grade-level readers read passages orally while
teacher completes miscue analysis, then answers
comprehension questions.
DLT, Fall 2010
Administering the BRI: Reading
Begin with the grade level passage at which the student correctly and fluently pronounced
19 or 20 words on a graded word list (Independent Level). If the student is instructional
level, continue testing as long as the word list is instructional.
Cover the student master of the passage with heavy paper so only the title shows. Have the
student read the title of the passage and predict what it might be about. Jot the student’s
Tell the student to read the passage silently for at or above grade-level readers, orally for
below grade-level readers and think about the passage, because comprehension questions
will be asked. If the student reads silently, note and record any lip movement (LM), finger
pointing (FP), or vocalization (V), for diagnostic purposes only. To watch example of a
student reading, insert the DVD from your BRI manual and click on: “Administering
Second Grade Reading Passage .”
After the student finishes the passage, cover or remove the graded passage before asking the
comprehension questions. To see a video of the comprehension question section, insert the
DVD from your BRI manual and click on “Comprehension Questions Video.”
DLT, Fall 2010
Administering the BRI:
Below-Grade-Level Readers
1. Student reads passage orally and teacher
conducts the miscue analysis and times for
2. Ask comprehension questions and record
Scoring Miscues
•Be consistent with the coding in miscues. (Remember to
count total miscues.)
DLT, Fall 2010
Administering the BRI:
At or Above Grade-Level Readers
1. Students read passage silently.
2. Ask the comprehension questions and record
3. Have student read the passage orally; teacher
records miscues (may be done on 100 words of
the passage.
Scoring Miscues
•Be consistent with the coding in miscues. (Remember to
count total miscues.)
DLT, Fall 2010
Administering the BRI:
At or Above Grade-Level Readers
•If a student’s comprehension score falls within the instructional
range (75% - 85%), have him/her read the passage aloud and
record miscues. There is no need to administer the oral
reading portion if the passage is at the student’s
frustrational level.
•Continue administering graded passages until the student is
unable to answer more than 2 1/2 of the comprehension
questions, makes so many miscues that a frustrational level is
apparent, or reaches the 2 year ceiling.
DLT, Fall 2010
The publishers mislabeled the DVD.
The reading portion is accidentally
labeled “Second-Grade Word List”
DLT, Fall 2010
What are the codes for miscues?
Total Miscues
+ Substitutions
+ Omissions
+ Insertions
- Self-corrections (not a miscue)
- Repetitions (not a miscue)
DLT, Fall 2010
Administering the BRI:
Refer to DVD section:
1. Record and evaluate the student’s response to each question
with a plus (+) for a correct response or a minus (-) for an
incorrect response. Partial credit (1/2) may also be given, but
only on two-part answers.
2. Continue with subsequent passages until the student is unable
to satisfactorily answer at least 75% of the comprehension
questions or makes many miscues.
3. Do not ask students to provide a retell prior to asking the
comprehension questions. If, in response to question 1, the
student provides a retell then script it and those questions
Fall 2010
answered through the retellDLT,need
not be asked.
Important Reminders
•Student answers need not conform exactly to the answers on
the recording sheets, however in order to receive credit
student responses must demonstrate understanding of and
congruence with information in the passage.
•A neutral probe: “Tell me more” may be used to help
students elaborate on partial answers.
• Be sure to watch for [any 2] or the word ‘and’ indicating two
answers must be given to receive full credit.
•A semi-colon (;) or the word ‘or’ indicates only answer one
part is needed to receive full credit.
DLT, Fall 2010
What should be recorded?
The student’s highest instructional level within the 2 grade
levels above ceiling should be recorded in Scholarsmart, as
determined by:
Comprehension and Word Recognition must be
Instructional Level or above!
(counting only total miscues)
DLT, Fall 2010
What is considered grade level?
3rd Grade passage
Stop at 5th Grade
4th Grade passage
Stop at 6th grade
4th Grade passage
Stop at 6th grade
5th Grade passage
Stop at 7th grade
DLT, Fall 2010
So, what if . . .?
. . .the comprehension score and word
recognition scores are not in alignment?
The comprehension score becomes the
determining factor.
However, the nature and number of
miscues should be an indication of
instructional needs for this child.
DLT, Fall 2010
Administering BRI: Fluency
For LAP students only
•Time the student for 60 seconds during the
oral reading portion of the test in an
inconspicuous manner
•Mark the 60-second spot in the text
•Use the fluency rubric found in the green
section (6.5) of the curriculum framework
instead of the information found in the BRI
DLT, Fall 2010
Next steps…
What does this mean for my instruction?
Summary sheets in appendix C (starting on p. 529) can
help analyze:
•comprehension strengths and needs
Where do I go next?
Examples for instructional next steps can be found chapter
4, starting on p. 61.
DLT, Fall 2010
1. Should I help students with words they don’t know?
The recommended procedure is to remain silent. (see
DVD--word list video for example) If the student makes
no attempt, teacher should respond, “Do the best you
can” or “Go on”. (Refer to Scoring Key to determine
2. Are the answers provided with the comprehension
questions the only acceptable answers?
If a child’s response is logical, reasonable and
demonstrates understanding of the passage, you may
give credit for the answer.
DLT, Fall 2010
3. Is it acceptable to reword questions that the student doesn’t
seem to understand?
Yes, if you can do so in a way that does not provide
information that helps the student answer the question.
4. Others?
DLT, Fall 2010
What’s the bottom line?
For standardization and
Scholarsmart scores,
follow the protocol verbatim.
For diagnosis, do what’s necessary
to understand and design instruction
for the student’s needs.
DLT, Fall 2010

Administering the BRI - Adams 12 Five Star Schools