Flynt/Cooter Comprehensive Reading Inventory, Assessment of K-12 Reading Skills in English and Spanish, 3rd edition

Published by Pearson (January 15, 2021) © 2022

  • Robert B. Cooter Bellarmine University
  • E Sutton Flynt University of Memphis
  • Kathleen Cooter

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Provide an evidence-based and validated instrument for use in PreK-12 classrooms and research

  • Educators can use the CRI with assurance that they are using one of the most reliable and valid reading tests of its kind. An approved assessment instrument for adoption by most states and school districts — and an appropriate instrument for funded literacy research — the CRI is recognized for its reliability and validity data developed by independent researchers.
  • NEW - The new two-book 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.
  • Readers can rely on high-interest narrative and expository P—12 passages to help them more accurately assess students' true abilities in oral and silent reading, comprehension, decoding, vocabulary knowledge, reading fluency, and prior knowledge. All of the selections are representative of the materials found in core reading programs and core content-area texts.
  • NEW - Expository Reading Passages for Grades 10–12 to assess the strengths and needs of high-school students.
  • UPDATED - Added Reading Passages (Grades 1–12) allow for alternate form testing three times per year: Fall, Winter, and Spring/Summer.
  • UPDATED - The Lexile Framework for Reading was used to reliably calibrate all reading passages (narrative and expository) to conform to state standards.
  • In contrast to the less valid graded word lists used by other informal reading inventories, readers can rely on the CRI's graded sentences for initial passage placement.
  • NEW/UPDATED - New and updated versions of Early/Emergent Literacy Assessments may be used for progress-monitoring over time.
  • UPDATED - New IF-THEN Charts assist teachers in planning “next steps” in instruction.
  • NEW - Three alternate forms of the New Phonemic Awareness Survey (PAS) developed in large-scale urban literacy projects are included.
  • Readers can quickly analyze students' oral reading errors for planning the next steps in learning in real classroom situations using CRI's exclusive Miscue Analysis “Grid” System.
  • The assessment process is accelerated, yielding more reliable student data, through the CRI's use of retelling followed by strategic questioning to measure silent reading comprehension of narrative and expository passages.
  • A Spanish language version of the CRI is available on the Flynt/Cooter companion website to aid in assessment of students who speak Spanish.
  • NEW - A glossary of terms is provided for the convenience of teachers and other examiners as they write assessment reports for parents.

Provide an up-to-date evidence-based and validated instrument for use in PreK-12 classrooms and research

  • The new two-book 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.
  • Expository Reading Passages for Grades 10–12 to assess the strengths and needs of high-school students.
  • Added Reading Passages (Grades 1–12) allow for alternate form testing three times per year: Fall, Winter, and Spring/Summer.
  • The Lexile Framework for Reading was used to reliably calibrate all reading passages (narrative and expository) to conform to state standards.
  • New and updated versions of Early/Emergent Literacy Assessments may be used for progress-monitoring over time.
  • New IF-THEN Charts assist teachers in planning “next steps” in instruction.
  • Three alternate forms of the New Phonemic Awareness Survey (PAS) developed in large-scale urban literacy projects are included.
  • A glossary of terms is provided for the convenience of teachers and other examiners as they write assessment reports for parents.


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  


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

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