
Scoring the Inventory 1:
Once you have chosen your excerpts, and written comprehension questions,
you want to determine the amount of errors permissible for your students.
As you know, we categorize student scores in the following three ways:
(1) Independent (meaning the student could read this on their own):
(2) Instructional (meaning the student could read this if the common
classroom help were available): and (3) Frustration (meaning, the
student will most likely find this piece too difficult, even in a classroom
setting). Whether the child scores "independent", or "instructional",
or "frustration" on a piece depends on the amount of errors per onehundred
words the student commits. Here are some approximate tables for determining
the level of scorable errors permitted on a particular piece:
Independent: Student has one or two scorable errors per onehundred
words read (we will discuss "scorable errors" below), and scores 90% or
higher on comprehension questions. 
Instructional: Student scores no more than five scorable errors,
and scores at least 75% on comprehension questions.

Frustration: Student scores more than ten scorable errors, and
below 50% on comprehension questions.

More than likely, your piece will not have exactly onehundred errors.
To determine the amount of errors allowable for your student you will need
to use a little algebra:
Let's say my excerpt has 185 words in it. I would compute the
following to determine the maximum allowable errors for independent level:
2 /100 = x / 185
Cross multiply and you get:
100 x = 370
Thus, for a student to score independent on an excerpt with 185 words
or more, they must not have more than 3.7 (370 divided by 100) errors.
Round this up, and call the independent level 04 scorable errors, and
90 percent comprehension.
You can do the same for instructional and frustration:
5/100 = x / 185 , etc...

Once you have determined the amount of scorable errors allowable
you are ready to move on to "Giving the Inventory".
Note: Scorable errors include substituting one word
for another, skipping a word, and mispronouncing a word.
Nonscorable errors that you may want to record for record's
sake include the following: (a) repetitions, mispronunciations of
names, pauses, and selfcorrections (where the student corrects themselves). 