Beruflich Dokumente
Kultur Dokumente
QRI Summary
John Coffey
University of Kansas
Running head: QRI SUMMARY 2
QRI Summary
The book tasting was an introductory event held before the assessments were
books that were above and below a Level 4 reading level. Fiction and nonfiction texts
were included.
The goal of this informal assessment was to gather information on what type of
texts that Annie favors, finds indifferent, or dislikes. The books were distributed on a
large table, and Annie was asked to place each text in one of the three piles: books to
read, maybe books, and books to discard. As Annie selected each text, she was asked to
Annie mostly divided the books into the first two piles, only rejecting six texts.
Annie explained that she does not enjoy comic books, so the Marvel Comic Spider-Verse
and Transformers were quickly discarded. Annie selected books that either had a cool
cover or a personal connection. For example, she selected Summer and Splash by
Arnosky because her mom loves dolphins; similarly, Annie choose Dance Divas by Berk
Running head: QRI SUMMARY 3
The book tasting was informative because it provided information about what
motivates Annie to read. This is important because Annie will not always read on her
The card game that was selected was the board game Minions, which is an
adaptation of the game Sorry. We agreed that anytime a 3 or 5 was rolled on the dice,
we would have to select a reading card. Anne really seemed to enjoy the game, especially
the question cards about reading. It became evident that even though she enjoys reading,
she only reads when directed by her mother. Annie mentioned during the game that she
enjoys non-fiction texts about history, and she enjoys funny books that make her laugh.
Annie began reading the word lists on Level 2. Annie recorded an independent
reading level on Level 2 and Level 3. On Level 4 (her grade level) she scored a 14 (70%),
which is an instructional reading level. On this list, 13 were identified automatically and
On the Level 5 word list, Annie recorded a 14 (70%), placing her once again at an
instructional level. She read 14 words automatically. Finally, on the Level 6 word list,
Annie reached her frustration level, reading six words automatically (30% correct).
Annie is in fourth grade, she began reading on a Level 3 narrative text: The
Friend. Annie read the entire text with no errors. Since she read with such proficiency,
the passage starting level was moved to the Level 4 expository text: Amelia Earhart. She
only had one miscue on the text, which was classified as a substitution. She scored 99%
Running head: QRI SUMMARY 4
On the Level 5 expository text, Margaret Mead, Annie had eight miscues (seven
substitutions/ one insertion). Four of these miscues were deemed to change the meaning
of the text. Once again she scored 98% to achieve an independent reading level.
Finally, she read the Level 6 expository text, The Lifeline of the Nile. Annie had thirteen
miscues on the text. Twelve of them were substitutions and one miscue was an insertion.
Annie had six miscues that changed the meaning of the text. Overall, she scored 96% to
expository texts she read. Annie had 22 miscues overall, of which twenty were
expository texts at Level 4, Level 5, and Level 6. Annie answered three explicit
questions correctly without look-backs on the Level 4 text and six with look-backs,
which gave her an instructional level for comprehension. On the Level 5 text, she
answered three explicit questions correctly, without look-backs, and six correctly with
frustration level on the Level 6 text, as she was not able to answer a question without
look-backs. Annie was able to answer three explicit questions with look-backs.
On the concept questions, Annie scored below 50% on each of the leveled texts,
which meant she was unfamiliar with the material she was going to read for each passage.
Annie also exhibited significant difficulties retelling major details about each text,
Running head: QRI SUMMARY 5
answering only one or two questions about the setting, events, and resolution.
Annie did not exhibit frustration during the assessments. In fact, Annie was often eager to
learn. Even after reading three texts, Annie was asking for more. Even when she
struggled to answer question or sound-out words, she smiled and laughed. Sometimes
Annie stroked her hair or put her head down on the table when she was trying think of an
V. Fluency
Over all three assessments, Annie exhibited that she is a fluent reader. Annie read
117 WPM on the Level 4 (average range 57-115), 111 WPM on the Level 5 text (average
range 65-121), and 75 WPM on the Level 6 text, which are all acceptable rates for oral
readings (Leslie & Caldwell, 2015, p. 49). Annies readings are smooth, consistent, and
accurate, except for the occasional miscue. The only deficiency in her fluency is her
Overall, Annie was very positive during all aspects of the book tasting, card game,
and QRI assessments. Annie was a provided a safe, quiet, and comfortable environment
for each part. Still, she has been subjected to some stressful situations at home, which
reasonable to conclude that her fluency level would be similar for narrative texts;
however, her comprehension level might be different, especially since she reads mostly
narrative texts at home. Annie might achieve a higher score because she is more familiar
Annies approximate reading level for expository texts is Level 5. She was able to
achieve an instructional level on the Level 5 reading list. Annie reached frustration on the
On the reading passages, she achieved an independent reading level on the Level
5 expository text; Annie also scored an instructional level on the Level 5 comprehension
text with look-backs, which led her overall reading level to be rated at Level 5. The
comprehension questions for Level 6 text proved to be too difficult, as she achieved a
"frustration level."
Prosody
Annie exhibits a high rate of fluency for narrative and expository texts because
she reads accurately and at a sufficient rate of words per minute; however, The typical
fluency probe only assesses rate and accuracy, but prosody is an important component of
fluency (Caldwell & Leslie, 2013, p. 120). This is an area of concern because there is a
lack of prosody in her readings. Annie does not pause for commas or show expression for
reads. Annie can also benefit from working with a more experienced reader, who exhibits
strong prosody traits. Assisted, paired, and echo readings would all be helpful, since they
provide the struggling reader with a model of fluency (p. 109). It would also be
beneficial to record her readings, so she can hear herself read. As Annie improves her
Running head: QRI SUMMARY 7
prosody, she can compare new readings to past readings, so Annie can monitor her
improvement.
Comprehension
Annie needs the most support in reading comprehension. Annie has had
difficulties with her reading comprehension in both narrative and expository texts. There
are many strategies that can be used to support and improve her comprehension.
Primarily, Annie can benefit by reading the text aloud. Of course this may be
difficult inside a classroom with many students around, but as Annie learns this strategy,
she can whisper to herself. As noted in Caldwell and Leslie (2013), Good readers think
as they read (p. 247). Currently Annie has been observed to read the text rapidly without
thinking about the meaning. Annie needs to pause between paragraphs and
summarize/question what she has read (p.247). This strategy will allow her to maintain
Similarly, Annie can benefit by annotating the texts that she reads. If she
understands what she is reading, Annie can put a (+); if she does not understand a chunk
of text, she can write a (!); if she has a question, Annie can use a (?) in the text (p. 252).
This strategy will be useful as Annie works with a tutor or teacher. They can help her
focus on the areas that are causing the most confusion. As Annie becomes more a more
proficient at annotation, she can begin to seek the information on her own, so Annie can
Next, Annie can improve her comprehension of narrative texts in two ways. First,
she can benefit by using pre-reading strategies that connect the text to her prior
knowledge. Annie should be able to make at least some connections to her daily life.
Running head: QRI SUMMARY 8
Second, Annie can gain comprehension by using graphic aids, such as story maps. This
will allow her to have a visual picture of the major literary elements in each story, which
emphasis should be made on building her skills. Along with the re-alouds, Annie should
be given explicit instruction on the different text structures found in expository texts.
Caldwell and Leslie (2013) explain that the Understanding of text structure is critical to
comprehension and of retellings or summaries (p. 191). Currently, Annie does not seem
to understand that different texts have different structures, so learning this skill should be
beneficial to her.
Inferences:
Annie needs extra support in finding the answers to implicit questions. Annie was
not able to provide correct answers to any of the implicit comprehension questions in the
three texts that she read. Primarily, she needs to have this skill (inferences) modeled for
her; she needs to learn how to make important connections throughout the text; however,
the following strategies should help her as well. First, she needs to build her overall
vocabulary. It is evident that Annie struggles with the comprehension questions because
she does not always know the words. Second, as mentioned previously, Annie will be
able to answer these implicit questions once she has the skills to recall pertinent
information. For example, Annie often reads the entire text before reading the questions.
If Annie reads the questions first, and she learns to chunk the passages into smaller parts,
Background Knowledge:
Running head: QRI SUMMARY 9
Perhaps one reason Annie struggles with reading comprehension is that she does
not appear to have sufficient background knowledge of the information she is going to
encounter during the texts. Annie can improve on this aspect by reading a greater range of
texts. Currently, she tends to read only one or two genres of narrative texts, so she needs
Annie should also begin using more graphic organizers to help her activate her
prior knowledge. During the assessments of concept knowledge on the QRI-6, Annie
scored below 50% on all three of the expository texts; therefore, it is recommended that
she use a expository expectation grid because it will prepare her to read about a
specific topic by activating prior [her] knowledge, and it will [set] general expectations
for the content of the text (Caldwell & Leslie, 2013, p.194).
Running head: QRI SUMMARY 10
References
Caldwell, J. S., & Leslie, L. (2013). Intervention strategies to follow informal reading
Leslie, L., & Caldwell, J. (2016). Qualitative reading inventory (6th ed.). Boston, MA:
Pearson.
Lipson, M. Y., & Wixson, K. K. (2013). Assessment of reading and writing difficulties:
Appendix A
Book Tasting
Berk, S. (2015). Dance divas: The show stopper. New York: Bloomsbury.
Brown. P. Children make terrible pets. New York: Little Brown and Company.
Cabot, M. (2008). Allie Finkles rules for girls: The New Girl. New York: Thorndike
Press.
Cleary, B. (1985). Henry and the paper route. New York: Harper.
Colfer, C. (2012). The land of stories. Brandon Dorman. Boston: Little Brown and
Company.
Demi. (2016) President Lincoln: From log cabin to Whitehouse. China: Wisdom Tales.
Francis, S. (2015). The good dinosaur: The junior novelization. New York: Random
House.
Frederick. H.V. (2012). Once upon a toad. New York: Simon and Schuster Books.
Kelly, E. (2016). Land of the forgotten girls. New York: Greenwillow Books.
Lowery, L. (2013). Dear America: like the willow tree. New York: Scholastic.
Mabbitt, W. (2015). The unlikely adventures of Mabel Jones. New York: Viking.
Moss. M. (2012). Amelias boy survival guide. New York: Simon & Schuster.
Rowling, J.K. (1998). Harry Potter. New York: Arthur A. Levine Books.
Sazaklis, J. (2015). Transformers: Bumblebee versus scuzzard. Boston: Little Brown and
Company.
Segret, S. (2011). Vordak the incomprehensible: Rule the school. New York: Egmont.
Thorpe, K. (2016). The never girls into the waves. New York: A Stepping Stone Book.