Quick Guide To QRI
Quick Guide To QRI
Quick Guide To QRI
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Quick Guide to QRI-5
Individual Directions
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Aimee Alexander-Shea
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Word Lists
What is it used for?
Determining where student should begin reading passages
Determining if the child is automatically recognizing words or using decoding skills
What is assessed?
Accuracy of word-identification (for placement in passages)
Automaticity of word-identification (for sight words versus decoding)
Choose a passage that is at their highest independent level or lowest instructional level to
begin reading.
Procedures for determining automaticity:
1. When administering each word list, time child’s response as they read each word.
a. Within a second:
i. If they respond correctly within a second, put a “C” in Identified
Automatically column.
ii. If they respond incorrectly within a second, write their response in the
Identified Automatically column.
c. Self-Corrects:
i. If they give incorrect response within a second but then self-correct, write
their initial response in the Identified Automatically column then put a “C”
in the Identified column.
ii. If they give incorrect response taking more than a second and then self-
correct, write their initial response in the Identified column then put a “C”
next to it.
Important Note
NEVER use word list outcomes to estimate overall reading ability.
Prior Knowledge: Concept Questions
What is it used for?
To assess the student’s prior knowledge of the passage’s topic
What is assessed?
The student’s prior knowledge of the passage’s topic
2 Points
Example of the concept
Specific attribute or defining characteristic
A function
1 Point
A general association
Isolation of prefix, suffix, or root word
Firsthand personal associations
0 points
Sound-alikes
Unconnected responses
What is assessed?
Oral reading
o Miscues
o Comprehension
Silent reading
o Comprehension
4. Exceptional Cases
a. Proper Names
i. If consistently mispronounces name=1 miscue
ii. If mispronounced name varies through story, count each variation
b. Same miscue on same words several times through passage that DOES NOT
CHANGE MEANING=1 miscue
c. Omits an entire line=1 miscue
d. Pronunciation variation due to articulation difficulties or dialect=not a miscue
i. If student pronounces the word or word part correctly in other contexts, it
IS a miscue
What is assessed?
Explicit questions—memory of what was read
Implicit questions—interpretation of what was read
Independent
Instructional
Frustration
Serious Discrepancy
That may indicate a reading disability