1. Qualitative Reading Inventory
Presented by: Sara King
2014

2. 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

3. 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

4. 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

5. 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

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

7. 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

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

9. Step 3: Assess Prior Knowledge
Concept Questions Task
Prediction Task

10. 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.

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

12. 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.

13. Sample: Teacher recording sheet

14. 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

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

16. 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.

17. 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.

18. 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.

19. 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

20. Quantitative Analysis: Relationship of the three cueing systems of reading

21. Cross-check cues to confirm a response

22. 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?

23. 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?

24. 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?

25. Quantitative: Miscue Analysis

26. 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

27. Time to plan for success