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Heather Coulter

EDU 474

Qualitative Reading Inventory- Word Recognition- Graded Word List and Reading Passages

Graded Word Lists

-Pre-Primer 1: The Pre-primer list 1 was administered to the student. She correctly identified

16/17 words on this list automatically. She omitted one word. This equates to a 94%

automatically correct, placing her in the Independent reading level on this list.

-Pre-Primer 2/3: As the student was Independent on the Pre-primer 1 list, the Pre-primer 2/3 list

was then given. The student scored 20/20 correct automatically, or 100% on this word list. She

was identified as Independent on this word list.

-Primer: 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. Her error on this list is adding an -ed to singed. She was not automatic

with three words, but did say them correctly- going, went, and read. These sight words could be

reviewed with the student, as well as adding tenses to words- such as “ing”.

-First: The first-grade level list was next administered to the student. Her total correct automatic

score was 7/20, or 35%. Her total correct identified score was 5/20, or 25%. Her total number

correct score was 12/20, or 60%. This total number correct score places the student at the

Frustration level for the first-grade word list. Words missed by the student include find,

thought, enough, brain, air, put, heard, and afraid. These errors include words containing “ough”,
Heather Coulter

EDU 474

Qualitative Reading Inventory- Word Recognition- Graded Word List and Reading Passages

“ought”, “ear” and “ai” sounds- more complex sounds than single consonant and vowel sounds,

and digraphs that the student has not yet mastered. At the time the word list was administered,

she was reviewing consonant sounds, vowel sounds, and digraphs in second grade learning

support. Words that were identified but not automatic include sound, friend, keep, knew, and

choose. Again, these words contain trickier sound combinations than simpler words, and were

not sight words previously learned compared to the primer list or other words on the first-grade

list that were recognized automatically.

-Second: The second-grade word list was administered to the student, because she is in second

grade. As the student went straight from independent to frustration moving from the primer

to first grade level, she was assessed to determine the accuracy of the first-grade level list

results. The student scored 0/20 automatically. She scored 8/20, or 40% on total correct

identified. For her total number correct score, she received 8/20, or 40%. This result placed her at

the frustration level for the second-grade list, which proves the first-grade word list accurate,

and shows where she stands on grad-level word lists. 12/20 words were incorrect, included:

excited, shiny, picked, promise, pieces, suit, begins, clue, breath, weather, noticed, and season.

Again, these words contain more complex vowel sounds such as “ie”, “ue”, “ui”, and “ea”. They

also contain word endings such as “s”, “es”, “ing”, “ed” that the student has not yet mastered.

The words the student did identify correctly, but not automatic, were more common sight words

such as: stone, else, push, though, food, light, visit, and insects.

Level: Number of Score: Percentage: Level:


Heather Coulter

EDU 474

Qualitative Reading Inventory- Word Recognition- Graded Word List and Reading Passages

Miscues:
Pre-primer 1 1 miscue 16/17 automatic 94% Independent

correct
Pre-primer 2/3 0 miscue 20/20 automatic 100% Independent

correct
Primer 1 miscue 16/20 automatic 80% automatic Independent

correct correct

3/20 correct 15% correct

19/20 correct

total

First 8 miscues 7/20 automatic, 35% automatic Frustration

correct identified 25% correct

score was 5/20 Total score 60%

Total number correct

correct 12/20
Second 12 miscues 0/20 0% automatic Frustration

automatically 40% correct total

8/20 total correct

Reading Passages

When given the reading passages, the student was initially given the pre-primer passages. She

was found to be independent level on these passages. She was then administered primer passages
Heather Coulter

EDU 474

Qualitative Reading Inventory- Word Recognition- Graded Word List and Reading Passages

and was found to be instructional level on these passages for total accuracy. She was also

administered a first grade level passage and this was found to be frustration level for the student.

Primer:

Reading passages were selected on the primer level, based off the student’s word list

results of total scores for primer as Independent, with no identified Instructional level word list,

and first grade word list being frustration level.

1. 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. Errors

the student made in this passage include saying watered instead of wanted, watered

instead of waited, digged instead of dug, that instead of though, know instead of go,

wented instead of went, omitting words, and eat instead of ate. The student’s miscues

were changed the tense of a word to an incorrect form of the tense for the word, and

when encountering an unknown word substituting it for a known word.

2. 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. In this passage, the
Heather Coulter

EDU 474

Qualitative Reading Inventory- Word Recognition- Graded Word List and Reading Passages

student omitted words such as a, walk, and behind. She also substituted their for the and

changed a word from lake to lakes when omitting a to make the sentence make sense.

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

to focus on comprehension. The student does possess automaticity based on her words per

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

The student was also administered a pre-primer level 3 passage as a comparison to her ability

on primer level passages, and was found to be independent based on her scores in pre-primer 3.

For the Narrative “Spring and Fall”, the student had 1 miscue and scored 3/5 comprehension

questions correctly. This placed her in the independent level for this passage. This passage

appeared easy for her to read. The first level was also given as a comparison to her ability on the

primer passages. She was frustration for the first-grade level passages.