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Qri Summary

The student was given a QRI assessment to determine their reading level. They started with pre-primer word lists and passages, scoring instructional on the lists and independently on the passages. At the primer level, they scored frustration on words and instructional on comprehension. Their fluency is strongest on pre-primer texts that they can read in under a minute with few errors. However, primer texts take much longer with more mistakes. Based on the assessment, goals were set for the student to retell kindergarten stories with accuracy and fluency. Their strengths are sight words and phonics, but decoding and kindergarten reading remain challenges.

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304 views2 pages

Qri Summary

The student was given a QRI assessment to determine their reading level. They started with pre-primer word lists and passages, scoring instructional on the lists and independently on the passages. At the primer level, they scored frustration on words and instructional on comprehension. Their fluency is strongest on pre-primer texts that they can read in under a minute with few errors. However, primer texts take much longer with more mistakes. Based on the assessment, goals were set for the student to retell kindergarten stories with accuracy and fluency. Their strengths are sight words and phonics, but decoding and kindergarten reading remain challenges.

Uploaded by

api-543291605
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 PDF, TXT or read online on Scribd
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Student A QRI Summary

To begin my QRI assessment I first administered four different levels of word list recognition to

student A. I began with Pre-Primer 1 to see where he was at a pre-kindergarten level because after

observation and interviews with his teacher he mainly reads at a kindergarten level fluently. So I decided

to start on an assessment that would be the least possible frustrating to the student to build morale and

work our way up to see where he gets frustrated. So I started with Pre-primer 1 and Pre-primer 2 and he

scored an instructional level on each of these levels. Then I moved to the Primer level which concluded

with the same results as the Pre-primer assessments of scoring instructional. Then I gave student A a First

level word list that resulted in a score of frustration by getting only sixty-percent of words correct.

After administering the word lists I administered the reading passages and began at a Pre-primer

level to build student morale and willingness to read before progressing towards a more difficult level.

For both of the students' Pre-primer passages he scored independently for both reading accuracy and

comprehension questions. For primer level however the student scored a frustration level of reading

accuracy and instritional for comprehension questions. I decided this was a good place to work with the

student and did not see it necessary to move to first level because of the difficulty the student had reading

this passage.

The student comprehension level is at an independent level for lower level of pre-primer passages

and instructional for high level primer passages. When the student was able to read a majority of the

passages with accuracy they were able to answer the comprehension questions more easily, even

sometimes being able to resist the whole story. However, when the student struggled to read the story well

with accuracy, like the primer level, they struggled to answer comprehension questions and retell the

story.

For fluency the student was able to read almost and completely accurately on pre-primer both in

less than a minute. However, it took the student about five minutes to read the Primer level passage with a

very low accuracy score having sixteen misuse in total. Furthermore, student A read each passage by
reading each word in a segmented manner until he came upon a similar phrase, in which we would read in

a more fluent manner. In each passage the student put a lot of thought into most words before reading

them and making frequent pauses throughout the passage. Overall, the student reads primarily word by

word. Occasionally reading two-or three word phrases but these are infrequent and /or they do not

preserve meaningful syntax.

From these assessments I found it appropriate to create the following goals for the student; 1) The

student will be able to read a kindergarten text and retell the main idea and retell key details through the

completions of a story map with 80% accuracy. 2) The student will be able to read a kindergarten text of

40 words with 85% accuracy within a rate of 1 minute to demonstrate fluency. Overall, Student A is a

hard working student that despite his dislike for reading he puts in his best effort and is always willing to

comply with any reading tasks asked of him. The student reads CVC words with accurate fluency, knows

all letter sounds, and is proficient at encoding digraph words. The student can read most pre-kindergarten

level passages with little miscuses and be able to retell key details and events that happened in the

passage. The student also has a strong understanding of all letter sounds and good overall phonological

awareness skills. Lastly, the student does find enjoyment in reading when it relates to scientific topics,

especially when it comes to reptiles and amphibian creatures that capture his attention and want to learn.

However, student A struggles with reading kindergarten level passages, especially CVCE words. Also, the

student is able to encode digraph words, but is unable to decode digraph words. Furthermore, the student

has the ability to make great progress with his reading but is often discouraging when it comes to

reading, often lacking confidence and self- perseverance because of constantly feeling like they are

failing. Most importantly the student hates reading and finds no enjoyment or necessary to read.

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