Effective Intervention Using Data from the Qualitative Reading Inventory (QRI-5)

1. Effective Intervention Using Data from the Qualitative Reading Inventory (QRI-5)

2. Qualitative Reading Inventory (QRI-5) • The QRI-5 has long led the field in offering teachers a reliable and easy-to-use informal assessment instrument. • It is the only inventory on the market that has done extensive piloting and can provide reliability and validity evidence of its use. • It has been reviewed as the inventory that provides the most thorough and useful diagnostic assessment of reading difficulties* *Time to Act: An Agenda for Advancing Adolescent Literacy for College and Career Success, Final Report from Carnegie Corporation of New York’s Council on Advancing Adolescent Literacy (2010). Lauren Leslie and JoAnne Caldwell

3. What Educators Are Saying… “I have used previous versions of the QRI in my own teaching and research and found it a superb informal reading inventory...this inventory has allowed me to help teachers do their best with typically developing and striving readers.” - Karen Jorgensen, University of Kansas

4. What is an Informal Reading Inventory? • An Informal Reading Inventory (IRI) is an individually administered survey designed to help you determine a student's reading instructional needs. • An IRI will help assess a student's strengths and needs in these areas: • word recognition • word meaning • reading strategies • comprehension The QRI is a Qualitative Reading Inventory since it provides useful diagnostic assessment of reading difficulties.

5. Using the QRI to Measure Progress Fall: Full administration (use easiest story at each level). Winter: Partial administration (use next hardest story). Spring: Use hardest story and administer whichever parts track progress toward the goals that were set.

6. Current Professional Development Services • Qualitative Reading Inventory: Effective Intervention Strategies Using Data from the QRI-5 • 2-day training • helps educators effectively assess reading abilities • Helps educators use the results to plan effective interventions • Follow Up to Training: Coaching and Modeling • job-embedded coaching and modeling

7. When to Position Effective Intervention Strategies Using Data from the QRI-5 Districts want to: Improve student achievement in literacy Screen and diagnose struggling readers Help students struggling with phonics, spelling and vocabulary Districts have purchased: WTW Texts or professional development Intervention programs SIOP and want to improve literacy skills

8. Effective Intervention Using Data from the Qualitative Reading Inventory (QRI-5) Participants will be able to: • Administer, score and interpret the results from the QRI-5 • Identify instructional reading levels and plan effective instruction using the results of the QRI-5 • Understand the components of effective reading intervention • Select instructional strategies to plan lessons that meet student needs • Understand how to use data to inform instructional interventions

9. Purposes of QRI-5 To identify a student’s reading instructional level (usually in narrative text). To analyze the student’s strengths in reading and find areas that need explicit instruction.

10. Why teach students from their instructional level? • Criteria for instructional level • 90% oral reading accuracy • 67% + comprehension assessed by questions

11. Word Lists • Provide basic information about word identification skills and • Help identify where to start the story reading. • Score • Words read automatically • Words read correctly without time considerations.

12. Text Reading • Assess prior knowledge using concepts. • Ask the student to predict what the story will be about. • Mark miscues • Ask student to retell story

13. Miscue Analysis • Determine the reasons for miscues in the text. • Determine if miscues change the meaning of a passage • Determine if student self-corrects

14. Retelling • A significant and natural component of good reading • Much sharing of reading involves a retelling component • Retelling is also internal as a form of summary or review

15. Comprehension Questions Explicit – answer is stated in text in same words. Implicit- answer must be inferred from text material.

16. What can you find out about students? They don’t have phonological knowledge They don’t know letter-sound connections They don’t know enough sight words They don’t generalize from words that they know to words that are spelled similarly. They read very slowly They don’t know basic concepts necessary to understand the text They have trouble making meaning using the language from the text Using the QRI to Diagnose Reading Issues

17. Effective Intervention Programs Provide a consistent lesson plan structure Provide time for word study Focus on fluency development Emphasize reading and writing for meaning Keep the groups as small as possible Teach students the strategies that good readers use

18. 1. Provide a Consistent Lesson Plan Structure • This workshop will help educators: • Plan lessons including all of the following components: word study, fluency, and comprehension. • Plan time to teach each component, depending on the needs of the student/s. • Plan activities related to each component, which can vary according to the age and level of the student/s.

19. 2. Provide time for word study • Difficulties are suggested by the number of words read in the word lists and the number of miscues in reading text. • This workshop will help educators: • Learn the instructional frameworks for phonics development • Stress spelling patterns • Develop and foster independent and automatic word recognition skills.

20. 3. Focus on fluency development • Difficulties are suggested by the number of words read per minute. • This workshop will help educators: • Link fluency practice to meaning. • Provide guidance and feedback. • Encourage wide reading. • Foster independent reading at an independent reading level. • Avoid unpracticed reading.

21. 4. Emphasize reading and writing for meaning • Difficulties are suggested by the following QRI 5 patterns: • Comprehension level below chronological grade level as determined by answers to questions • Discrepancy between answers to explicit and implicit questions at instructional level • Discrepancy between performance on narrative and expository passages. • Sparse disjointed retelling • Ineffective think-aloud statements.

22. 4. Emphasize reading and writing for meaning This workshop will help educatorsteach students to understand: • The meanings of words in context • English syntax • Content being read • Text structure being read • Comprehension Monitoring strategies • Answering Questions • Interacting with Text

23. 5. Keep the groups as small as possible • This workshop will help educators: • Use QRI data to group students • Identify students with similar reading needs • Place students are in small groups with effective, differentiated instruction • Monitor Progress using QRI

24. 6. Teach students the strategies that good readers use • This workshop will help educators provide instruction in the strategies of good readers, such as: • Using letter and sound patterns • Reading fluently • Learning new word meanings • Connecting prior knowledge • Recognizing the structure of the text • Summarizing • Making inferences and predictions • Asking questions and reading to find answers • Synthesizing information from different sources • Recognizing author’s purpose • Monitoring comprehension

25. Current Professional Development Services • Qualitative Reading Inventory: Effective Intervention Strategies Using Data from the QRI-5 • 2-day training • helps educators effectively assess reading abilities • Helps educators use the results to plan effective interventions • Follow Up to Training: Coaching and Modeling • job-embedded coaching and modeling

26. Effective Intervention Using Data from the Qualitative Reading Inventory (QRI-5) • Participants will be able to: • Administer, score and interpret the results from the QRI-5 • Identify instructional reading levels and plan effective instruction using the results of the QRI-5 • Understand the components of effective reading intervention • Select instructional strategies to plan lessons that meet student needs • Understand how to use data to inform instructional interventions

27. Questions? • Cindy Martin • Cindy.Martin@Pearson.com • Kathryn Boice • Kathryn.Boice@Pearson.com • 917-981-2376