QRI IV Training Qualitative Reading Inventory

What is it? An informal reading inventory It is NOT a standardized test

Purpose of QRI IV Can be used to... estimate student reading level group students effectively choose appropriate materials provide information about intervention needs document student growth

What we’ll look at... Word Recognition in Isolation (WRI) Word Recognition in Context (WRC) Fluency Comprehension

Order of Administration... Flashed word list Passages Comprehension Questions

Word Recognition in Isolation Word List Contains 10 word lists of 20 words each Purpose: to assess speed and accuracy of word identification to determine instructional reading level (Perfetti) to determine a starting point for reading the initial passage

WRI Procedure What you will need... PowerPoint of the word lists copies of the word lists (pg. 126-130) pencil

WRI Procedures Begin at least two grade levels below the student’s current grade. Say to the student, “I am going to show you a list of words. The words will flash on the screen and then go away. The words will start off easy and then get harder. They are supposed to do this. Try to say each word that appears on the screen.” The forward arrow begins the slideshow, the back arrow pauses the show

WRI Procedure As the student reads each word, mark the response on your sheet correct response-- check mark incorrect response-- write what student says

What if they miss a word? Stop slideshow by pressing back arrow. Say to student, “Try that one again.” Write the second try in the second column of answer sheet. If they get the word correct the second time, mark with a check.

Levels Independent Instructional Frustration 18-20 11-17 10 & below

Let’s Watch...

WRI Scoring To score each list, divide the total number of words the student said correctly by the total number of words. 17 = 85% 20

WRI Procedure Independent 18-20 90-100% Instructional 11-17 51-89% Frustration 10 or 50% and below below Continue to administer the next list until the student reaches FRUSTRATION level or misses 11 of the 20 words.

Passages Purpose: assesses the student’s ability to read and comprehend different types of texts helps determine student’s instructional reading level

How Do I Know Which Passage to Give? Begin with the passage that matches the highest instructional level reached on the word list (WRI). Example: John scored instructional on the 4th (67%) and 5th (55%) word lists, but reached frustration at 6th (47%). He would be given the 5th grade passage because it is the highest instructional level he reached.

Passages What you will need... a student copy of the passage an examiner copy of the passage, including comprehension questions a stopwatch or timer a pencil a calculator

Passage Procedure Begin by asking the Concept Questions and eliciting a prediction-- found on examiner copy of passage. Jot down student’s responses. You DO NOT have to write down what is said word for word. These are asked to establish comfort and for you to determine prior knowledge

Let’s Watch...

Passage Procedure Ask student to read the passage aloud to you. Tell him that you will be timing his reading, but to read normally. Tell the student to start whenever he is ready. Once he starts reading, start the timer. As student reads, mark errors in the reading on your examiner copy.

Count as Errors Insertions ∧ Omissions ❍ Substitutions ⎯ Reversals ~ Examiner Help ( ) Proper Name- 1 error Omit Entire Line- 1 error Self-Correction ✓ Don’t Count as Errors Hesitation Repetition Omit Punctuation Phrasing Fingerpointing Prosody Fidgeting

Passage Procedure As the student reads, mark errors. Add up the errors and write the number at the end of each line. After the student finishes the passage, STOP the timer and record the time on your examiner sheet. After the student finishes the passage, add up the total number of errors and write it on your examiner sheet.

Let’s Watch...

Passage Procedure After student has finished reading, ask the comprehension questions for that passage. Recording Responses correct responses-- check mark incorrect responses-- jot down what was said (doesn’t have to be word for word)

Let’s Watch...

Scoring the Passage We’ll determine scores for... Word Recognition in Context (WRC) Fluency Comprehension

WRC Scoring Procedure Divide the total number of words read correctly by the total number of words in the passage. 470 (words read correctly) = 97% 487 (number of words in passage)

WRC Levels Independent 98-100 Instructional 95-97 Marginal Instructional 90-94 Frustration 89 and below

To Determine Words Per Minute (WPM) Convert your time (minutes/seconds) into seconds. Plug the time in seconds into the formula on the examiner copy. Calculate according to the formula.

So What About Comprehension? It is tricky to put too much focus on comprehension scores because of the many factors influencing comprehension... prior knowledge background skill “attacking the question”

How to Score Comprehension Divide the number of questions answered correctly by the total number of questions. 7 (questions answered correctly) = 70% 10 (total questions)

Parts of QRI You DO NOT Have to Do Flashed Word Lists “Total Number Correct” Percentage Passages “Total Acceptability” Fluency Rate CWPM (corrected words per minute) Retelling Comprehension Look-backs or writing out complete responses

Recording Data Record Form-- 6 100% 95% 89% 77% 65% 93% 88% 140 wpm 46% 6

Administration Suggestions Administer flashed word lists first to all students Then you will know what and how many passages and examiner sheets you will need to make copies of. Estimate of Time Word Lists-- 5 min/student Passages-- 10 min/student

How do I structure class? Independent Reading/Writing Film and activity (writing) Guest Speaker Reading Interest Inventories Journaling (shared stories) Any other independent activity

How do I structure class? Teacher and student being tested at “back table”-- students in classroom Teacher and student being tested outside classroom-- students in classroom “Coverage schedule” where teachers cover classrooms for each other-- gives ability to test in other locations

Questions? Concerns?

Contact Me sbrubaker@glnd.k12.va.us (804) 556-5617