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7 Qri Summary

The student was given a QRI assessment to evaluate her word recognition, reading comprehension, and fluency. For word recognition, she scored at an instructional level on primer word lists but would be considered independent if only counting total words correct. On primer reading passages, she scored at an instructional level for total accuracy but frustration level for meaning change miscues. For comprehension, she performed better on questions about narrative texts than expository texts and struggled with recalling key details. Regarding fluency, the student reads choppily in two-word phrases without expression and makes frequent extended pauses, scoring a prosody level of 2. Interventions are needed to improve her comprehension of details, story structure, and fluency

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519 views

7 Qri Summary

The student was given a QRI assessment to evaluate her word recognition, reading comprehension, and fluency. For word recognition, she scored at an instructional level on primer word lists but would be considered independent if only counting total words correct. On primer reading passages, she scored at an instructional level for total accuracy but frustration level for meaning change miscues. For comprehension, she performed better on questions about narrative texts than expository texts and struggled with recalling key details. Regarding fluency, the student reads choppily in two-word phrases without expression and makes frequent extended pauses, scoring a prosody level of 2. Interventions are needed to improve her comprehension of details, story structure, and fluency

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api-533463949
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Heather Coulter

EDU 474

Qualitative Reading Inventory Summary

7. QUALATIVE READING INVENTORY SUMMARY


Word Recognition:
Word Lists:
The student was then administered the primer level word list. She scored 16/20, or 80%

of total words correct automatically. She identified correctly but not automatically 3/20 words,

which accounts for 15% of total words. The total number of correct words on the primer word

list was 19/20, or 95%. This placed the student in Independent reading level for total number of

words correct. If scoring for automaticity, the student would place in the Instructional level for

this word list. Based on the student’s results, sight words could be reviewed with the student, as

well as adding tenses to words- such as “ing”.

Reading passages:
The student was given primer reading passages and was found to be instructional level on

these passages for total accuracy. The student was given the narrative primer story “Fox and

Mouse”. On this passage, the student’s number of total miscues, or total accuracy, was 9. The

number of meaning-change miscues, total acceptability, was 9. This placed the student on the

instructional level for total accuracy and frustration for total acceptability. The student’s rate

was 46 words per minute. Her words correct per minute were 42 words correct per minute. The

student was then given the expository primer passage “Who Lives Near Lakes?” The student’s

number of total miscues, or total accuracy, for this passage was 6- placing her in the instructional

level for total accuracy. Her number of meaning change miscues, total acceptability, is 4- placing

her at frustration level for total acceptability. Her rate was 66 words per minute, and her words

correct per minute were 60.


Heather Coulter

EDU 474

Qualitative Reading Inventory Summary

According to the student’s miscues in both passages, a focus for instruction for T should be

to focus on comprehension and reading accuracy. The student does possess automaticity based

on her words per minute score when reading, but her prosody scale level is a 2.

Comprehension:

The student was given primer level narrative (“Fox and Mouse”) and expository (“Who

Lives Near Lakes”) passages to read. Overall, the student was able to answer narrative text

comprehension questions more correctly than expository text comprehension questions. She can

answer narrative explicit answers more accurately than in expository texts. The student struggled

with comprehension and retelling details from both narrative and expository stories. The student

does struggle with answering key detail questions correctly, or explicit answers found directly in

the text. She instead does better with answering implicit questions correctly, as there can be

multiple implied answers correct. From these passages, it can also be determined that the student

struggles with identifying details of a story, comprehension of a story, and understanding story

structure. These items can all be addressed through interventions.

Fluency:

The student does not read with expression, and instead reads words as if simply to get

them out. She does possess automaticity when reading, but her prosody scale level is a 2. She

reads in two-word phrases at a time, with awkward word groupings. The student reads from a

monotone to choppy reading. She fails to mark ends of sentences and clauses, with improper

stress and intonation. She has several “rough spots” in text where extended pauses or hesitations

are frequent and disruptive. She more than occasionally, and frequently, breaks smooth rhythm
Heather Coulter

EDU 474

Qualitative Reading Inventory Summary

because of difficulties with specific words and structures. The student has an uneven to slow

reading pace. She may choppily rush through a reading, often omitting known and unknown

words, and substituting unknown words for known words. Or she may pause and read slowly and

monotone at other times. She does not stop to use word attack skills, such as decoding, while

reading.

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