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?
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Kinds of miscues recorded:
Substitution: Write what the student said over the word as it appears in print.
Omission: Circle around the word
Insertion: Write the insertion and mark it with a ^
Self-correction: If a student corrects a miscue, write the miscue and mark it with a “C.”
Reversal: If the student transposes two words or phrases, mark the reversal with a ]
Punctuation ignored: Mark an “X” on any punctuation that the reasder ignores.
What do different types of miscues tell us about comprehension?
Usually, the more miscues, the lower the comprehension. Acceptable miscues do not change the meaning of the text. Miscues that will change the meaning of the text are insertions, omissions and substitutions.If a student has a lot of meaning-changing miscues, they are probably having low comprehension. If they have a high percentage of miscues that retain meaning, the reader is probably comprehending a lot of the text.
Specific interventions based on types of miscues:
If there is a high percentage of beginning, ending, or vowel pattern along with a low percentage of acceptable or self-corrected miscues, the reader is focused on decoded rather than reading for meaning. Focusing on decoding might be something something to work on for this type of student.
If there is a high percentage of beginning similarity and a low percentage of ending similarity, the reader may only be paying attention the beginning of words and guessing the rest. Maybe working on prefixes and suffixes would benefit this type of student.
If the student has a low percentage of beginning, ending, or vowel pattern similarity and a low percentage of acceptability, the reader might be guessing, therefore not using any of the phonics strategies effectively. This student might benefit from learning strategies about what we do when we come to a work we don’t know i.e chunking, sound it out, context clues, picture clues etc.
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