QRI 5 Pages 1-36- Dave and Lindsay

Reading Acquisition: A Developmental Perspective

Comprehension

Text Structure

Prior Knowledge

Oral and Silent Reading

oral (2nd and below)

silent (3rd and up)

Questions and Look-Backs

differentiate between memory and passage understanind

Retelling

Think Alouds

Word Identification

Speed and Automaticity

Knowledge of Letter-Sound Matching

Role of Dialect in Coding Miscues

Use of an Informal Reading Inventory

Passage Leveling

Response to Intervention

Finding Reading Levels

Identifying Reading Levels

Independent Level

Instructional Level

Frustration Level

Level Variety

Determining Reader Strengths and Needs

Documenting Growth and Change

Questions Regarding the Validity and Reliability of QRI-5

Inter-Scorer Reliability

Alternate-Form Reliability

Reliability of Diagnostic Judgments

Concurrent Validity

Construct Validity

Classification Validity

Informal

Word Lists

Determine the starting point for passage

speed

accuracy

automaticity

Passages

narrative

expository

science, SS, math

start in pre-primer

more as you move to older grades

3rd grade and up test both types of passages

Estimate Individual Instructional Reading Level

Estimate Reading Level Through Group Administration and Monitor Classroom Progress (RTI)

Determine Reading Level

Indicate Growth and Monitor Progress: RTI

Verify a Suspected Problem

With Expository Text

With Unfamiliar Topics

With Silent Reading Comprehension

With Ineffective Note Taking

With Recall Following Reading

Describe Specific Reading Behaviors as a Guide for Intervention Instruction (RTI: Tiers 2 and 3)

How Accurate Is the Student in Identifying Words?

How Automatic Is the Student in Identifying Words?

What Word-Identification Strategies are Used by the Student?

Is there a Difference Between a Student's Ability to Identify Words in Isolation and Words in Context?

Which Types of Text Can the Student Handle Most Successfully?

Which Modes of Reading Represent a Strength for the Student?

How Does the Student Perform on Familiar and Unfamiliar Text?

Does the Student Effectively Use Look-Backs?

What Comprehension Strategies Does the Student Employ While Reading?