Table Of ContentBADER
Reading and Language
Inventory
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BADER
Reading and Language
Inventory
Seventh Edition
Lois A. Bader
Michigan State University
Daniel L. Pearce
Texas A&M University–Corpus Christi
Boston Columbus Indianapolis New York San Francisco Upper Saddle River
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Library of Congress Cataloging-in-Publication Data
Bader, Lois A.
Bader reading and language inventory / Lois A. Bader, Michigan State University, Daniel L. Pearce,
Texas A&M University-Corpus Christi. —Seventh Edition.
pages cm
ISBN-13: 978-0-13-294368-0
ISBN-10: 0-13-294368-9
1. Reading—Ability testing. 2. Language arts—Ability testing. I. Pearce, Daniel L. II. Title.
LB1050.46.B33 2012
372.48—dc23
2012002054
10 9 8 7 6 5 4 3 2 1
ISBN-10: 0-13-294368-9
ISBN-13: 978-0-13-294368-0
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ABOUT THE AUTHORS
Lois A. Bader, Michigan State University Professor Emeritus, continues her extensive consulta-
tion and research in literacy. As Executive Director of the Capital Area Literacy Coalition (CALC)
in Lansing, Michigan, she involves university students and community volunteers to extend
clinical and remedial services to a wide range of clients. CALC’s ELL, GED, workplace, K–12,
and adult programs are ongoing. Dr. Bader’s awards include CASE Professor of the Year, ALER
Research and Scholarship Award, and Michigan Women’s Hall of Fame.
Daniel L. Pearce is Professor of Literacy Education at Texas A&M University–Corpus Christi.
He is Chair of the Department of Curriculum and Instruction and Director of the PhD programs
in literacy and general education. He has won awards for teaching, service, and scholarship. His
interests lie in reading diagnosis, working with problem readers, reading comprehension, and
school improvement projects.
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CONTENTS
Preface xi
PART ONE USING THE BADER READING AND LANGUAGE
INVENTORY 1
BADER READING AND LANGUAGE INVENTORY 3
Introduction 3
Assessment Model 3
Content of the Inventory 3
Administering the Inventory 5
Preparation for Using the Inventory 5
Testing Sequences: Flowcharts 6
Getting Optimum Results from Testing 6
Summarizing the Assessment Data 7
PART TWO TEST BATTERY 9
STUDENT PRIORITIES AND INTERESTS 11
ENGLISH LANGUAGE LEARNING 16
GRADED WORD RECOGNITION LISTS 21
Purpose 21
Administration 21
USING EXPERIENTIAL WORD LISTS 25
Adult Thematic Lists 27
USING GRADED READER’S PASSAGES 29
Graded Reader’s Passages 30
Reading and Listening Levels 30
Determining a Starting Point 30
Oral Reading 31
Qualitative Analysis 31
Qualitative Analysis and Instruction 35
Silent Reading and Listening Comprehension 38
Interpreting and Summarizing the Results of the Graded Passages 38
vii
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Example of Testing for Instructional Level 39
Differences in Word List and Passages Performance 41
Determining Instructional Levels 41
Graded Reader’s Passages Reading Record Sheets 43
PHONEMIC AWARENESS 93
Rhyme Recognition 93
Initial Phoneme Recognition 93
Ending Phoneme Recognition 94
Phonemic Manipulation 94
Blending 94
Segmenting 94
Letter Knowledge 96
Hearing Letter Names in Words 99
PHONICS AND STRUCTURAL ANALYSIS TESTS 101
Phonics 101
Structural Analysis 111
SPELLING TESTS 118
Administration 118
Interpretation 118
Summarizing Student Spelling Performance 119
Cognitive Development as a Basis for Selecting a Remedial Reading Approach 119
References 121
Diagnostic Spelling Tests 122
VISUAL AND AUDITORY DISCRIMINATION 126
Visual Discrimination Tests 126
Auditory Discrimination Test 129
PRELITERACY AND EMERGING LITERACY ASSESSMENT 131
Literacy Awareness: Assessment of Beginning Concepts About Print 131
SEMANTIC AND SYNTACTIC EVALUATION: CLOZE TEST 136
Grammatical Cloze 136
ORAL LANGUAGE ASSESSMENT 139
Evaluation of Expression 139
Evaluation of Oral Language Reception 141
WRITING EVALUATION 142
Handwriting: Writing Letters 142
Handwriting: Writing Words in Sentences 142
Near- and Far-Point Copying 142
viii ConTEnTS
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Writing from Dictation 142
Expressing Ideas in Writing 142
ARITHMETIC TEST 145
Purpose 145
Administration 145
Scoring and Interpretation 145
CURRICULUM-BASED MEASUREMENT 148
Description 148
Purposes 148
Construction 148
Administration 151
Scoring 151
Analysis 152
References 152
PART THREE RECORDING, SUMMARIZING, INTERPRETING 153
INSTRUCTOR’S RECORDS: K–12 161
CASE STUDY: JACKIE 164
Getting Started 164
Home and Family Resources 164
Ruling Out Problems and Developing a Diagnostic Plan 164
Analyzing Reading Abilities 165
Finding Specific Needs 165
Summarizing the Findings; Making Recommendations 166
Case Analysis 166
Referrals: Case Excerpts 167
Reference 168
PART FOUR DEVELOPMENT OF THE INVENTORY:
VALIDITY AND RELIABILITY 169
DEVELOPING AND VALIDATING THE INVENTORY 171
The Graded Word Lists 171
Validity of the Graded Word Lists 171
The Graded Reader’s Passages 173
Recall and Question Construction 173
Assessing Text Structure 174
Reliablility 174
ConTEnTS ix
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