Profile of a Reader
Due 6/5
This project will provide you with an opportunity to look closely at one child's reading
behaviors and abilities, and to provide instructional recommendations based on your
assessment. In collaboration with your cooperating teacher, you will need to choose a
child with whom you can work one-on-one during your time in the field. If possible, you
should work with a student who may be experiencing some difficulties in reading in
grades 1 and higher. If you are placed in kindergarten, you should work with a student
who is able to read. You will use observation, interviews, and formal and informal
interactions to get a sense of the child’s experiences across subject areas and to get a
focused look at the child’s specific reading strengths and needs. Using this information,
you will form recommendations for reading instruction. In general, you get to know the
student and administer the QRI-4 during weeks 7 and 8 of the quarter. Then, based on
your analysis of the assessment, you will form instructional recommendations based on
your assessment and observation data. You will also have an opportunity to compare
QRI data to information gathered by the classroom teacher through other assessments,
such as DIBELS or the DRA. You should work collaboratively with other cohort
members, if possible, to administer the assessment and analyze the data collected. You
will need to do the following:
Understanding the child in context:
1. Introduce yourself and explain to the child that you are here to learn about how
kids learn to read and what they like to read. Tell the child that you would like to spend
some time with her/him talking about reading and doing some activities together.
2. Closely observe the child’s reading experiences in school: A) observe the
child during the formal reading instruction and activities—Does she/he participate
actively? Is she/he engaged? Does she/he complete all assignments? Does she/he seek
help when needed? B) observe the child’s independent and choice reading—What
books/reading material does she/he choose to read during SSR? Does she/he choose to
read during free-time? What books does she/he choose to check out of the library? Are
they “just right” books for him/her? Take detailed notes of your observations. C)
observe the student’s participation, learning, and abilities in other subject areas.
Examine the child’s performance, thinking strategies, and disposition across these
subjects. What do you learn about him/her and about teaching across these subjects?
3. Talk with the child informally about interests, hobbies, things he/she is
doing/like to do at school, things he/she likes to read, t.v. shows or movies he/she likes,
etc.
Profile of a Reader (con’t)
Administering the QRI
1. Administer the appropriate word lists and reading selections.
Summary Report
You will then write a report—to be turned in for class and to be given to your
cooperating teacher—explaining what happened during each instructional session(s) and
your recommendations for further instruction.
You will hand in (See criteria and sample):
1. A brief description of this child, his/her reading interests, and your perceptions of
her/his experiences in the classroom across subject areas and specifically his/her
experiences as a reader in the classroom as gleaned from your observations,
interactions and interview (one to two paragraphs).
2. Your record sheets from the QRI (cover sheet and miscue analysis; QRI forms, miscue
analysis and cover sheet)
3. Analyses of the QRI
--Address each of the areas on the handout summary sheet. Be sure to provide
evidence (examples) to support your conclusions.
4. A comparison of the QRI and other reading assessments used in your cooperating
teacher’s classroom.
5. A brief reflection on the process of using the QRI.
6. Recommendations for instruction based on your assessments.
(*Note: We will provide models of the reports for this project.)
Profile of a Reader: Individual Reading Assessment
Criteria
Points
3
15
5
5
Background about student (1-2 pages)
 Name (pseudonym), grade level, reading abilities, interests, reading
behaviors and school experiences, performance across subject areas
 Brief summary of tests/selections administered (1 paragraph)
Analysis of Qualitative Reading Inventory (hand in all record sheets) (2-4 pages)
Appropriate grade level for reading instruction, based on word identification in
isolation and in context, comprehension, vocabulary, and fluency when reading.
Provide evidence for your analyses below: (Use cover sheet as guide)
 Word identification skills and strategies:
o “Sight words” and use of graphophonic cueing system when
reading lists of isolated words (including information from miscue
worksheet).
o Skill in use of semantic, syntactic, and graphophonic cueing
systems when identifying words in context (including information
from miscue worksheet). Include analysis of how the child’s word
identification skills change as the reading material becomes more
difficult.
 Comprehension skills and strategies:
o Ability to retell and answer explicit and implicit questions
o Strategies used to monitor comprehension or to “fix up”
misunderstandings as the child reads (i.e. rereading, reading ahead
and returning, chunking parts of words, self-correcting)
 Vocabulary knowledge and strategies for understanding word meanings.
 Fluency: rate of reading, flow, expression.
 Oral language (in everyday conversation)
 Background knowledge before reading; ability to relate prior knowledge
to text during or after reading.
Conclusion (1 page or less)
 Summary in which results of the QRI are integrated with informal
observations about the child; recommended instructional level (grade level)
 Recommendations for instruction based on all information
Assessment Comparison (1-2 pages)
 Discussion of QRI data in relation to reading assessments used in
classrooms (word lists, word identification, comprehension, etc.)
Overall Reflection (1/2 page or less)
 Reflection on process of using and interpreting QRI
2
30
TOTAL