Understanding and Using the QRI-4

In today's staff meeting we reviewed our reading assessment tool, the QRI-4. While we all use the same tool to assess reading ability, many of us do not use the tool in the same way. It is important for our students that we build some consistency around the use of this tool.

Developing consistency in administration of the QRI-4 begins with everyone coming to a common understanding of the tool, its benefits and limitations. Through today's activities and discussions, and also the assigned readings (Chapter 10 & 11 of the QRI-4 manual), our hope is to achieve that understanding.

After reading Chp. 10 & 11, please post (using the blog comment tool) your thoughts in response to the questions listed below.

NOTE: PLEASE SAVE YOUR COMMENTS as a WORD file before posting -- as you might lose them in virtual space if there is a sudden glitch in the program (i.e. you have been typing for too long and the program "times out"). If you have trouble posting, email your responses to me and I will make certain they get posted. Thanks.


QRI4 Guiding Questions
Selected Readings: Qualitative Reading Inventory 4, Leslie and Caldwell (2007), Chaptesr 10 & 11



· What kinds of miscues are recorded, and how are they recorded?


· What can different types of miscues tells us about the ways in which the student is successfully/unsuccessfully comprehending the passage?


· What can different types of miscues tell us about specific reading strategies or interventions we might need to implement in order to support students developing comprehension skills?


· What are some reasons that explain the instruction to “number” the recalled details during the retell portion of the assessment?


· Beyond basic recall of facts/details what other information is revealed by the way in which a student retells the information from the passage?


· Why might it be important to find both a student’s “independent” reading level, and their “instructional” reading level?


· In what ways do you use either of these level designations (independent/instructional) to determine instructional approaches?


· Why might anecdotal comments and observations be critical to record on the assessment data recording sheet? How can you make these comments more useful?