Qualitative Reading Inventory Presented by: Sara King 2014

What is a Qualitative Reading Inventory? Written record of reading behaviors Assessment for analyzing students’ strengths and needs Assessment of reading level Guide to choosing appropriate reading material Assessment to determine focus of instruction Assessment for monitoring student progress

Why would I use a QRI? Determine the appropriate book level of a student To show how students process print Group students for instruction Monitor progress Determine if a child is ready to increase their book level Determine lesson focus Provide long-term documentation (PST) Focus on strategies students use while reading

Steps to take Reading and Record Taking Word List Oral Passages Listening Comprehension Calculate error, accuracy, and self-correction rate Analyze the QRI for cues used Quantitative Qualitative Identify appropriate levels Compose an Individual Reading Plan

IRI Criteria Level Word Recognition Comprehension Independent 98% or higher 90 % or higher Instructional 90% counting all miscues 95% counting only miscues that change the meaning 70% or higher Frustration Below 90% Below 70% Listening Comprehension 75% or higher

Step 1: Set the stage Choose appropriate location Establish rapport Inform the student about the procedures

Step 2: Word Lists Begin with a list that is two years below the student’s grade placement level. Tell the student to read each word. Mark correct responses and miscues for each word. Continue this process until you identify the independent, instructional, and frustration levels. The highest level word list on the student’s independent level is where you should begin during the oral passage segment. Independent 18-20 words correct Instruction 14-17 words correct Frustration 14 words correct

Step 2: Word List Examples Teacher Recording Sheet Identified Automatically OR Identified Student Copy

Step 3: Assess Prior Knowledge Concept Questions Task Prediction Task

Step 4: Oral Passages – Recording Word Recognition Miscues Locate a passage at the student’s placement level. Tell the student what will be expected during the assessment process. Present the student’s copy of the first passage to the student, and read the introductory. Ask the student to read the passage orally. Mark all the miscues on the teacher’s copy as the student reads. Choice: If the passage is the student’s instructional or independent reading level, repeat the process with another passage on that level to verify findings.

Step 4: Oral Passages – Recording Miscues Teacher Recording Sheet Student Copy

Miscue Marking System Miscue Marking Total Accuracy or Total Acceptability Substitution Write what the student said over the word as it appears in print. Both Omission Circle the omitted word. Insertion Write the insertion and mark it with a ^. Self-correction Write the miscue and mark it with a “C”. Total Accuracy Reversal Mark it with a symbol. Punctuation Ignored Mark an “X” on any punctuation that the reader ignores.

Sample: Teacher recording sheet

Step 5: Comprehension Questions Retelling Remove passage Questions Look-Back or Not Look-Back?? Continue reading progressively higher until the student falls below 70% comprehension on a passage. # of Questions Independent Instructional Frustration 5 5 correct 4 correct 0-3 correct 6 6 correct 8 8 correct 6-7 correct 0-5 correct 10 9-10 correct 7-8 correct 0-6 correct

Step 5: Comprehension Questions Retelling With Look-Backs Without Look-Backs

Step 6: Assess Strategic Reading Look-Backs Application NOT Memorization Think-Alouds 1st Read: Read and do NOT stop to think-aloud 2nd Read: Read passage with stop signs. Share thoughts at each stop sign.

Step 7: Adjust up or down Present the student with a different form of the inventory at the same grade level. Ask the student to read the silently and look up when he or she is finished. After the student is finished reading the passage, remove the passage from the student’s view, and ask the comprehension questions Adjust levels and repeat steps 3-6 to identify the students instructional, independent, and frustration level.

Step 8: Data Analysis Quantitative information expressed in grade equivalent scores to indicate the readers independent reading level, instructional reading level, frustration level, and listening comprehension level. Qualitative information concerning the reader’s word recognition and comprehension strengths and difficulties.

Quantitative Analysis This information can be used to determine: Grouping options for the student Levels of text that would be best for the student Comprehension focus areas

Quantitative Analysis: Relationship of the three cueing systems of reading

Cross-check cues to confirm a response

MEANING CUE - Substitutions ponies Text: I like to see horses at the farm. Analysis: There were pictures of horses and colts on the page. The intended message is almost the same. The substitution is not visually similar, but it is an acceptable language structure (noun). There is often an overlap of meaning and structural cues. Teacher prompt: Does that look right?

VISUAL CUE – Substitution The visual cues in text are simply what the letters and words look like. Does this substitution look like the word in the text? heres Text: I like to see horses at the farm. Analysis: The substitution looks similar. It is not an acceptable English sentence. It does not make sense. There is no concern for meaning. Teacher prompt: Does that sound right?

Structure STRUCTURE CUE The structure of the text (up to and including the substitution) should be acceptable English language construction. Does it sound right to say it this way? fly Text: I like to see horses at the farm. Analysis: “ I like to fly…” is acceptable English language construction. It is not visually similar. It does not fit the meaning of the total text. Teacher prompt: Does that sound right?

Quantitative: Miscue Analysis

Why should we analyze the Qri? To identify any occurrences of error behavior or self correction …. To try to work out whether the child was using information from: The meaning of the text (M) The structure of the sentence (S) Sometimes from the visual cues (V) To explain the error - consider the behavior up to the point of the error To explain self-correction - consider what led the child to spontaneously correct the error

Time to plan for success