Which principle best describes how informal reading inventories should guide instructional decisions?

• A. Use the results solely for placement in a fixed track.
• B. Ignore any need to adjust instruction after results.
• C. Interpret results to identify strengths and gaps, inform flexible grouping, and tailor instruction with goals.
• D. Use results only to select books for independent reading.

Answer: (C)

Informal reading inventories are used to guide teaching in a responsive, ongoing way. They help you see what a student can do and where they struggle, not to label them for a fixed status. The best approach is to interpret the results to identify specific strengths and gaps, use that information to form flexible groups with peers who have similar needs, and tailor instruction toward clear, achievable goals. This keeps instruction focused and adjustable as students make progress, and it guides what texts, strategies, and supports are most helpful at each moment.

Using results to place a student on a fixed track ignores the range of skills a reader can show and misses opportunities to address evolving needs. Ignoring the need to adjust instruction after results undermines the purpose of assessment, which is to inform teaching. Using results only to pick books for independent reading leaves out targeted instruction that addresses gaps and builds strategies, which is essential for growth.