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Administration and Scoring of QRI-5
Transcript of Administration and Scoring of QRI-5
By: Meg McWhorter
1. Prior Knowledge
2. Oral Reading Miscue Analysis
3. Comprehension and Recall
4. Comprehension and Look-Backs
5. Comprehension through Think-Alouds
Purpose: to determine independent, instructional and frustration levels through word identifications and comprehension questions. Also determines ability to read different texts and comprehend different modes (oral and silent reading).
Steps to administer and score:
1. Ask student to make predictions first if you choose to assess predictions.
2. Ask student concept questions to gauge background knowledge.
3. Student reads passage. Best to start with familiar narrative on lowest instructional level based on word lists.
4. Record miscues and time reading.
5. Remove text after reading.
6. Ask student to retell. This is not a necessary step, but always retell before comprehension questions. After retelling, ask if there is anything else they want to add. Examiner can only say, "What does the title tell you?"
7. Ask comprehension questions.
8. Score quickly. See chart to left. If independent or instructional, continue to next level until frustration.
Passage ability levels
Word Identification in Context: Oral Reading
As examiners, it's easy for readers to sound like this...
I have been there!
That being said, it is very wise to video all assessment.
Word identification assessed through miscue analysis.
Substitutions, omissions, insertion, self-correction, reversals
Special Cases for miscues
Consistently make same miscue --> only one deduction
Inconsistently make miscues for same word --> deduction each time
Omit entire line --> only one miscue
Total Acceptability vs. Total Accuracy
Total Acceptability- only counts miscues that effect meaning.
Total Accuracy- counts every miscue, no matter what. Seems to be faster, easier.
Analyzing miscue data
Meaning Changing miscues means reader struggles with comprehension.
Correction of MC miscues show that reader is paying attention to reading.
Automaticity is reached when readers read word in one second or less.
Assessed through Words Per Minute (#words x 60 / seconds read)
Assessed through Correct Words Per Minute (WPM-miscues)
Assessed via retelling and/or questions. Not necessary to do both, but always retell before questions.
Have student tell you anything they remember
At the end, ask if there is anything else.
Retelling scoring on Retelling Scoring Sheet
Mark ideas that were stated. Synonyms and paraphrases acceptable.
Did they retain basic text structure? Remember main idea and details? Was it sequential? Accurate?
Explicit questions- questions straight from text
Implicit questions- answers must be inferred
Analyze questions- compare implicit vs. explicit, ask student to pronounce key terms. If they cannot, may explain lack of comprehension.
Determine levels- if student misses none, they are independent, 1-2 questions, they are instructional, and more than 2 are frustration.
Assessed through use of look-backs, think-alouds and note taking abilities.
Complete look-backs after comprehension questions. Have student correct missed questions.
Readers' verbal reactions before, during and after reading. These provide insight to thinking process and metacognition. Should only be used in level 6th and above. Only downside is that it is timely to administer!
Examiner models think aloud.
Student reads through text once.
Student rereads using think aloud. There are stop signs at the end of each page to remind students to stop and think!
Scoring- mark statements that showed understanding (paraphrasing, making new meaning, noting understanding) or lack thereof (questioning no understanding)
Have students take notes on instructional level texts, preferably expository. Have students underline or make study guide.
Score in Retelling Scoring Sheet
Student Profile Sheet
Example on page 87, Figure 12.1
No Pictures: NP
Abbreviations for SPS
Steps for Recording Data
1. Start with lowest level, move right to the highest
2.Organize passages by groups, i.e., narrative, expository, etc.
3. Record familiar narratives first, then text with pictures
4. Then record unfamiliar narratives, then text without pictures
5. Record familiar expository text, then unfamiliar
6. Listening comprehension passages, record on far right columns.
Specific Reading Behaviors
Word ID- should be parallel to grade. Compare with word ID in and out of context. Not always reflective of data because some readers simply prefer one or the other.
Word ID leads to fluency. Fluency leads to automaticity. Fluency and automaticity lead to comprehension.
Comprehension- look at ability over different texts, modes, familiarity, use of look-backs and think-alouds
Compare highest instructional level to grade level. Serious discrepancy is defined by Spache as follows.
1 year for 1st-3rd grade
2 years for 4th-6th grade
3 years for 7th grade and above