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)

Procedures for determining where student should begin reading passages:


1. Start with a list that is 2 years below grade level placement. For students entering first
grade, start with pre-primer.
2. Administer the first list (scripted directions on page 38).
3. Score the list immediately to determine level by calculating the total number of correct
words read (guideline on bottom of word lists).

a. If student is at independent level, continue administering the next highest list


until student reaches frustration.

b. If student is at instructional or frustration level, move down until student


reaches independent. Then continue upward until student reaches frustration.

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.

b. More than a second:


i. If they respond correctly but take more than a second, put a “C” in
Identified column.
ii. If they respond incorrectly but take more than a second, write their
response in the Identified 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

Procedures for administering Concept Questions:


1. On the examiner’s copy of each passage, there are 3-5 concept questions.
2. Ask the child all of these questions.
3. 55% or higher=familiar

Scoring Concept Questions:


3 Points:
 Precise definition, definitional response to a phrase, answer to a question specifically
related to passage content
 Synonym

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

Examples of scored responses on pages 49-51


Reading Passages
What is it used for?
 Determine how student identifies words in context
 Student’s reading level

What is assessed?
 Oral reading
o Miscues
o Comprehension
 Silent reading
o Comprehension

Guidelines for Choosing Oral or Silent Reading


 K-2nd grade—Child reads orally
o Also any older child suspected reading at 2nd grade level or below
 3rd grade and above—child reads a couple passages orally and the rest silently
o Expository text should be silent reading

Procedures for administering Reading Passages:


1. Ask the child to read the passage (scripted directions on page 39).
2. If the child is reading aloud, record their responses by using the following marking
procedure:
Scoring Oral Reading Miscues:
1. Upon completion, calculate total accuracy.
a. Find all three reading levels (independent, instructional, frustration). Stopping at
frustration.

2. Miscues that count:


a. Substitution
b. Refusal (Provide word only if child will not Calculating Total Accuracy
proceed without it)
c. Insertion
Number of word in passage-miscues
d. Omission
Number of words in passage
e. Reversal

3. Miscues that don’t count:


a. Repetition
b. Self-corrects

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

Based on ALL Miscues

Independent Level: 98% accuracy

Instructional Level: 90-97% accuracy

Frustration Level: less than 90% accuracy


Comprehension Questions
What is it used for?
 Measuring comprehension of the text

What is assessed?
 Explicit questions—memory of what was read
 Implicit questions—interpretation of what was read

Procedures for administering Comprehension Questions:


1. After the child has read the passage, ask the comprehension questions included on the
examiner score sheet.
2. Score the answers for each passage as you administer the test (scoring guidelines
included on the examiner score sheet).

Scoring Comprehension Questions:


1. Use the provided acceptable answers to determine if the response was correct.
a. The response should be scored as right or wrong.
b. Same information said in different words should be counted as correct.
c. Information must be derived form story, NOT child’s personal experiences
d. Do not give half credit.
Reading Levels Based on Accuracy of Reading and Comprehension

Independent

Independent Accuracy + Independent Comprehension

Instructional

Independent Accuracy + Instructional Comprehension


Instructional Accuracy + Independent Comprehension
Instructional Accuracy + Instructional Comprehension

Frustration

Instructional Accuracy + Frustration Comprehension


Frustration Accuracy + Independent Comprehension
Frustration Accuracy + Instructional Comprehension
Interpreting Outcomes
Accuracy of Word Identification
(Word Lists)
 Should parallel chronological grade placement
 Greater gap=more serious problem

Automaticity of Word Identification


(Timed Word Lists)
 Automatic level is lower than total level for word identification= work on sight words

Comparison of Word Recognition Within and Out of Context


(Oral Reading vs. Word Lists)
 Words underlined on the examiner’s copy of passages are included in the word lists
 Compare words on child’s highest instructional word list to recognition in passage
o Fluent and expressive in context, but lower score on list=not serious concern
o Oral reading slow and halting and lower score on list=lacks automaticity in word
identification

Narrative vs. Expository Texts


 Below 4th grade, expository scores about 1-2 years below familiar narrative level=need
instruction in expository text structure and strategies

Pictures vs. No Pictures


 Pre-primer through 2nd grade passages
 Reliance on pictures is expected in emerging readers
 Reliance on pictures in older students=need instructional intervention
o Rely on pictures for word identification=teach sight words
o Rely on pictures for comprehension=pre-reading and self-monitoring activities
Oral vs. Silent Reading
 In 3rd grade or above, oral reading is higher than silent reading comprehension=practice
silent reading
o silent guided reading to give instructional support

Familiar vs. Unfamiliar


 Based on prior knowledge (concept questions) scores
 Compare comprehension of texts rated as familiar vs. unfamiliar
o Likely=familiar will be 1 year higher than unfamiliar
o 2 years difference=extreme difficulties in content areas potentially

Identification of a Potential Reading Disability


 Reading Disability: serious discrepancy between student’s chronological grade level and
level at which student can read familiar narrative material

Serious Discrepancy
That may indicate a reading disability

1st-3rd grade: 1 year

4th-6th grade: 2 years

7th grade and up: 3 years

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