The Flynt/Cooter Comprehensive Reading Inventory-3 (CRI-3) is an evidence-based informal reading inventory for assessing the five components of reading in PreK-12 classrooms and research. It offers a straightforward miscue analysis method for assessing students' levels of competency in reading comprehension and fluency as well as easily administered assessment tools for discerning students' development in phonemic awareness, phonics, and vocabulary. Updated to incorporate the latest evidence-based literacy research and best practices in assessment, the new format includes an Examiner's Manual and reusable Student Booklet that allows teachers to administer assessments more quickly while reducing the need for printing and photocopying.
Table of Contents:
Examiner's Manual Contents
SECTION I: Overview of the Flynt/Cooter Comprehensive Reading Inventory-3
SECTION II: Administration Procedures
Getting Acquainted With the CRI-3
Quick Test or Comprehensive Assessment: Two Choices
Comprehensive Administration Procedures
PRELIMINARY ASSESSMENTS
Interest Inventory
Reading Attitude Survey (Grades K–5)
EARLY/EMERGENT LITERACY ASSESSMENTS (PreK-1)
Concepts of Print Assessment
The Phonemic Awareness Survey (PAS)
Blending Sounds Assessments (BSA)
Blending Sounds Assessments - Part 1: Onsets & Rimes
Blending Sounds Assessments - Part 2: Blending Individual Sounds
Phonemic Segmentation Assessment (PSA)
Completing the Phonemic Awareness Survey (PAS) Student Summary
Letter Naming Test (LNT)
Phonics Test (PT)
Vocabulary Assessment: Sight Words
Administering the Narrative and Expository Reading Passages (Forms A-I): Grades 1-12
Sentences for Initial Passage Selection
Reading Passages: Narrative and Expository (Forms A–I)
Part 1: Reading Comprehension Assessment
Part 2: Oral Reading and Analysis of Miscues
Part 3: Analysis Tools For Planning Instruction
A. Analysis of Oral Reading Miscues
What are the types of miscues?
How to complete the Miscue Grid
B. Reading Fluency Assessment: One-Minute of Reading
Completing The CRI-3 Student Summary Form
Part I. Preliminary Assessments: Interest Inventory & Reading Attitude Survey
Part II. Early/Emergent Literacy Assessments (PreK–1)
Part III. Reading Comprehension, Fluency, and Oral Reading Assessments
Part IV. Analyzing Student Data To Plan Instruction
Quick Administration Procedures
SECTION III: Examiner's Assessment Protocols
Preliminary Assessments
Interest Inventory
Reading Attitude Survey – Elementary Grades K–5
Early/Emergent Literacy Assessments (PreK-1)
Concepts of Print Assessment
The Phonemic Awareness Survey (PAS): Form A
Initial Consonant Sounds Assessment (ICSA)
Blending Sounds Assessments (BSA)
Onsets & Rimes: FORM A
Blending Individual Sounds: Form A
Phonemic Segmentation Assessment (PSA)
Part 1: Beginning (Initial) Phonemes in Spoken Words
Part 2: Medial (Middle) Phonemes in Spoken Words
Part 3: Final (Ending) Phonemes in Spoken Words
Student PAS Summary for Form A
The Phonemic Awareness Survey (PAS): Form B
Initial Consonant Sounds Assessment (ICS)
Blending Sounds Assessments (BSA)
Onsets & Rimes: Form B
Blending Individual Sounds (Use Form B)
Phonemic Segmentation Assessment (PSA)
Part 1: Beginning (Initial) Phonemes in Spoken Words
Part 2: Medial (Middle) Phonemes in Spoken Words
Part 3: Final (Ending) Phonemes in Spoken Words
The Phonemic Awareness Survey (PAS): Form C
Initial Consonant Sounds Assessment (ICSA)
Initial Consonant Sounds Assessment: Form C
Onsets & Rimes
Phonemic Segmentation Assessment (PSA)
Part 1: Beginning (Initial) Phonemes in Spoken Words
Part 2: Medial (Middle) Phonemes in Spoken Words
Part 3: Final (Ending) Phonemes in Spoken Words
Letter Naming Test
Phonics Test
APPENDIX: Teacher Resources
IF – THEN Charts for Planning Instruction
Student Summary Form
Glossary of Terms
Practice Exercises
Exercise 1: Administering Part 2: Oral Reading and Analysis of Miscues; and the Reading Fluency Analysis
Exercise 2: Practice Conducting a Reading Fluency Assessment: One-Minute of Reading
Student's Booklet Contents
Early/Emergent Literacy Assessments (PreK-1)
Letter Naming Test
Phonics Test
Vocabulary Assessment
FORM A: NARRATIVE PASSAGES: Fall Term
Sentences for Initial Passage Selection
Narrative Reading Passages Protocols: Fall Term
Grade Level 1F (230L): I Can Fly!
Grade Level 2F (420L): The Pig and Snake
Grade Level 3F (640L): Zeke's New Dog
Grade Level 4F (690L): New Clothes
Grade Level 5F (850L): Great Shoes
Grade Level 6F (980L): Mountain Fire
Grade Level 7F (1000L): The Canoe Trip
Grade Level 8F (1050L): The Eagle
Grade Level 9F (1110L): The Case of Miss Angela Violet
FORM B: NARRATIVE PASSAGES: Winter Term
Sentences for Initial Passage Selection
Narrative Reading Passages Protocols: Winter Term
Grade Level 1W (300L): Birthday at the Zoo
Grade Level 2W (500L): Mary's New Bike
Grade Level 3W (630L): Bedtime
Grade Level 4W (770L): A Different Time
Grade Level 5W (970L): Afternoon Walk
Grade Level 6W (1010L): Laser Boy
Grade Level 7W (1020L): The Lawn Mower Business
Grade Level 8W (1100L): Riley and Leonard
Grade Level 9W (1150L): A Long Night In The Big Easy
FORM C: NARRATIVE PASSAGES: Spring Term
Sentences for Initial Passage Selection
Narrative Reading Passages Protocols: Spring Term
Grade Level 1S (450L): Our New Baby
Grade Level 2S (640L): Drake's Problem
Grade Level 3S (740L): What Was That Sound?
Grade Level 4S (840L): The Adventure Girl
Grade Level 5S (970L): Thanksgiving
Grade Level 6S (1050L): I Hate Mondays!
Grade Level 7S (1110L): The Cemetery
Grade Level 8S (1150L): Being Herself
Grade Level 9S (1200L): Always Together
FORM D: EXPOSITORY PASSAGES: Fall Term
Sentences for Initial Passage Selection
Expository Reading Passages Protocols: Fall Term
Grade Level 1F (110L): Dogs
Grade Level 2F (430L): Bright Stars
Grade Level 3F (570L): Flying Flowers
Grade Level 4F (700L): The Story of Coca-Cola
Grade Level 5F (830L): Popcorn
Grade Level 6F (960L): Careers In Cooking
Grade Level 7F (1010L): Diamonds
Grade Level 8F (1040L): Reversing Global Warming
Grade Level 9F (1090L): Visual Illusions
FORM E: EXPOSITORY PASSAGES: Winter Term
Sentences for Initial Passage Selection
Expository Reading Passages Protocols: Winter Term
Grade Level 1W (310L): Animal Friends
Grade Level 2W (540L): Art Is Everywhere
Grade Level 3W (670L): The History of Books
Grade Level 4W (780L): Mountain Man
Grade Level 5W (890L): Music of Mexico
Grade Level 6W (1010L): Jesse Owens
Grade Level 7W (1060L): Nails: A Carpenter's Fastener
Grade Level 8W (1100L): The Environments of Africa
Grade Level 9W (1150L): The Mathematics of Health
FORM F: EXPOSITORY PASSAGES: Spring Term
Sentences for Initial Passage Selection
Expository Reading Passages Protocols: Winter Term
Grade Level 1S (450L): Dreams
Grade Level 2S (650L): Malala
Grade Level 3S (760L): Twins
Grade Level 4S (850L): Mustangs
Grade Level 5S (970L): Valentine's Day
Grade Level 6S (1060L): Pizza
Grade Level 7S (1090L): Mudslides
Grade Level 8S (1150L): Sand Castles
Grade Level 9S (1190L): The Joust
FORM G: EXPOSITORY PASSAGES FORGRADES 10-12: Fall Term
Expository Reading Passages Protocols: Fall Term
Grade Level 10F (1140L): Urban Legends
Grade Level 11F (1220L): Rabies
Grade Level 12F (1260L): Hoarding
FORM H: EXPOSITORY PASSAGES FOR GRADES10-12: Winter Term
Expository Reading Passages Protocols: Winter Term
Grade Level 10W (1190L): The Art of Mime
Grade Level 11W (1250L): The Four Fundamental Forces of Nature
Grade Level 12W (1280L): Mitochondrion
FORM I: EXPOSITORY PASSAGES FOR GRADES10-12: Spring Term
Expository Reading Passages Protocols: Spring Term
Grade Level 10S (1260L): Where Do Clothes Go?
Grade Level 11S (1300L): On Broadway
Grade Level 12S (1330L): The Origin of Dogs
About the Author :
Sutton Flynt, a retired Professor of Literacy Education, has almost 40 years of teaching experience as a classroom teacher in the public schools, university professor, university department chairperson, and dean of a college of education. He has consulted with school districts in eight different states and served on state departments of education task forces in Louisiana, Kansas, and Tennessee.
Dr. Flynt's numerous professional publications focus primarily on literacy assessment, preservice teacher preparation, and content-area reading instruction. Professor Flynt's interests led to his co-authoring a column for The Reading Teacher, international, national, and regional presentations across his career.
He currently resides in Nashville, Tennessee where he continues to read and analyze current efforts to improve literacy instruction and assessment practices for students.
Kathleen Spencer Cooter is Professor Emerita of Early Childhood/Special Education at Bellarmine University in Louisville, Kentucky. Dr. Cooter and her colleagues began a Ph.D. program at Bellarmine focusing on service to people in poverty circumstances. At Bellarmine, she served the community and state in devising financial literacy strategies and training.
Prior to 2008, she was Associate Professor of Special Education at the University of Memphis. In addition, she served as outreach coordinator for the New Teacher Center, working in conjunction with the Memphis City Schools to enhance teacher retention in urban schools. Professor Cooter also served as principal investigator for the Tennessee Early Intervention System (TEIS), serving the needs of over 3000 children under the age of three living in western Tennessee.
While at Texas Christian University, Dr. Cooter and a group of parents and committed community and university leaders raised some $3 million to create Kinderfrogs, an inclusionary special school serving the needs of preschoolers with Down syndrome. Together with Starpoint School, a special school for students with learning disabilities, Cooter directed the teaching and research activities of both of TCU's laboratory schools. Upon her departure in December 2003, TCU announced that a new wing named in her honor would be added to Starpoint School as a gift from a grateful benefactor.
Prior to her university career, Professor Cooter worked for two decades as a teacher and administrator in both private and public schools serving children with special learning needs. As a teacher, Dr. Cooter worked primarily with special education students in preschool, elementary, and middle and high school settings. Kathleen was honored as a Texas “Teacher of the Year” in her role as a special education professional.
Robert B. Cooter, Jr. is Professor Emeritus of Literacy Education and Research at Bellarmine University. Dr. Cooter's primary work continues to focus on translating evidence-based research into systemic, real-world classroom approaches for improving literacy learning for children living at the poverty level. Cooter previously served as editor of The Reading Teacher (International Literacy Association) and his best-selling college textbooks, including Teaching Children to Read: The Teacher Makes the Difference (8th ed.) and Strategies for Reading Assessment and Instruction (6th ed.), are used at over 200 universities.
In the public schools, Professor Cooter previously served as the “Reading Czar” (associate superintendent) for the Dallas Independent School District (TX) and was named a Texas State Champion for Reading by the governor for DISD's literacy improvement successes. Robert and Kathleen Spencer Cooter and their colleague, Helen Perkins, were recipients of the Urban Impact Award from the Council of Great City Schools for their work designing and implementing effective training programs for teachers serving children in low socioeconomic elementary schools in Dallas and Memphis. Cooter and his team were later awarded a $16 million academic literacy research project in Memphis funded by the U.S. Department of Education using his literacy academy model for teachers. These and other projects in various states are the basis for much of Cooter's writing and literacy work with schools today. He currently lives in Texas with his bride and colleague, Kathleen Spencer Cooter. He may be reached via email at: rcooter@bellarmine.edu
