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Qualitative Reading Inventory-5

Qualitative Reading Inventory-5. Wanda L. Carter EDU 320 Spring 2011. Assesses reading ability at emergent through high school levels. Provide information about: Conditions under which students can identify words and comprehend text successfully

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Qualitative Reading Inventory-5

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  1. Qualitative Reading Inventory-5 Wanda L. Carter EDU 320 Spring 2011

  2. Assesses reading ability at emergent through high school levels. • Provide information about: • Conditions under which students can identify words and comprehend text successfully • Conditions that appear to result in unsuccessful word identification or comprehension -Use to identify students’ reading levels -includes both expository and narrative passages at each level, concept questions to assess prior knowledge, and word lists -Can measure implicit and explicit questions Focuses assessment on specific questions regarding word identification, fluency, and comprehension

  3. Areas of concern: Reading, written language, math, content areas, and speech • Susan is below grade level in all areas • Interventions and /or accommodations in place already: Susan is on an IEP. There are 5 goals on her IEP. • Background Information • Student Behaviors Susan (pseudonym)9 Years old DOB 12/16/01

  4. Primary Grades Attitude Survey -IEP Information -Primary Grades Survey

  5. Inventory of Pupil Interests and Activities Interest Survey: Who lives in your house? What kinds of jobs do you have at home? What is one thing you really like to do at home? Do you have a bedtime on school nights? Do you have a TV in your room? When you make a new friend, what is something that your friend ought to know about you? Do you know somebody that is a good reader? What makes that person a good reader? Are you a good reader?

  6. Assessing Emergent Reading concepts -Can distinguish illustrations from print -Can point to the end of the text/print -Can point to a specific word on request

  7. QRI-5 Word List

  8. Susan -Narrative -Concept Questions -Prediction -Cold Read -Retelling

  9. Susan -Explicit and Implicit Questions

  10. Miscue Analysis Susan

  11. Level: Pre-Primer 1 • “I Can” • Concept Questions-Score: 1/12= 8% • Number of Total Miscues (Total Accuracy): 8 (Frustration) • Number of Meaning-Change Miscues (Total Acceptability): 8 (Frustration) • Similar Letter-sound patterns: 2/8= 25% • Meaning-change miscues: 8/8= 100% • Corrected meaning-change miscues: 0 • Non-meaning-change miscues: 0 • Corrected non-meaning change miscues: 0 • Total Accuracy: 78% (Frustration) Total Acceptability: 78% (Frustration) • WPM: 14 CWPM: 11 • Number of ideas recalled= 6/12= 50% • Number Correct Explicit: 5 Number of Correct Implicit: 0 (Independent) Analysis QRI-5

  12. Goal would be to move Susan from emergent reading to beginning reading • She will need many opportunities to see and experiment with written language. • Choral recitation and finger point memory reading with predictable books. • Encourage to write. • Guided reading and independent reading daily. Struggling readers only get better with practice • Interventions on sight words in context. • Words Their Way would be beneficial for Susan. This would give Susan hands-on opportunities to manipulate word features. Recommendations Susan

  13. Needs help with background knowledge. This would help her to be better prepared to understand what she is reading. • Comprehension • Easily distracted or off task- break tasks into smaller segments or give frequent breaks • Build her interest in reading. Give her lots of successful experiences reading. • Needs books in her zone of proximal development. Teacher needs to model reading with expression. Recommendations Susan has a sense of humor and an eagerness to learn

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