Effective Intervention Using Data
from the Qualitative Reading
Inventory (QRI-5)
Qualitative Reading Inventory (QRI-5)
•
The QRI-5 has long led the field in offering
teachers a reliable and easy-to-use informal
assessment instrument.
•
It is the only inventory on the market that
has done extensive piloting and can provide
reliability and validity evidence of its use.
•
It has been reviewed as the inventory that
provides the most thorough and useful
diagnostic assessment of reading
difficulties*
*Time to Act: An Agenda for Advancing Adolescent Literacy for College
and Career Success, Final Report from Carnegie Corporation of New
York’s Council on Advancing Adolescent Literacy (2010).
Lauren Leslie
and JoAnne Caldwell
What Educators Are Saying…
“I have used previous versions of the QRI in my own
teaching and research and found it a superb informal
reading inventory...this inventory has allowed me to help
teachers do their best with typically developing and
striving readers.”
- Karen Jorgensen, University of Kansas
What is an Informal Reading Inventory?
An Informal Reading Inventory (IRI) is an individually
administered survey designed to help you determine a
student's reading instructional needs.
An IRI will help assess a student's strengths and needs in
these areas:
• word recognition
• word meaning
• reading strategies
• comprehension
The QRI is a Qualitative Reading Inventory since it provides
useful diagnostic assessment of reading difficulties.
Using the QRI to Measure Progress
Fall: Full administration (use easiest story at each
level).
Winter: Partial administration (use next hardest
story).
Spring: Use hardest story and administer
whichever parts track progress toward the goals
that were set.
Current Professional Development Services
Qualitative Reading Inventory: Effective
Intervention Strategies Using Data from the
QRI-5
•
2-day training
•
helps educators effectively assess reading
abilities
•
Helps educators use the results to plan
effective interventions
Follow Up to Training: Coaching and
Modeling
•
job-embedded coaching and modeling
When to Position Effective Intervention
Strategies Using Data from the QRI-5
Districts want to:
•
Improve student achievement in literacy
•
Screen and diagnose struggling readers
•
Help students struggling with phonics,
spelling and vocabulary
Districts have purchased:
•
WTW Texts or professional development
•
Intervention programs
•
SIOP and want to improve literacy skills
Effective Intervention Using Data from the
Qualitative Reading Inventory (QRI-5)
Participants will be able to:
•
Administer, score and interpret the results from the QRI-5
•
Identify instructional reading levels and plan effective
instruction using the results of the QRI-5
•
Understand the components of effective reading intervention
•
Select instructional strategies to plan lessons that meet
student needs
•
Understand how to use data to inform instructional
interventions
Purposes of QRI-5
1.
To identify a student’s
reading instructional
level (usually in narrative
text).
2.
To analyze the student’s
strengths in reading and
find areas that need
explicit instruction.
Why teach students from their instructional
level?
Criteria for instructional level
•
90% oral reading accuracy
•
67% + comprehension assessed by questions
Word Lists
• Provide basic information
about word identification
skills and
• Help identify where to start
the story reading.
• Score
• Words read
automatically
• Words read correctly
without time
considerations.
Text Reading
•
Assess prior
knowledge using
concepts.
•
Ask the student to
predict what the
story will be about.
•
Mark miscues
•
Ask student to retell
story
Miscue Analysis
•
Determine the
reasons for miscues
in the text.
•
Determine if miscues
change the meaning
of a passage
•
Determine if student
self-corrects
Retelling
• A significant and
natural component of
good reading
• Much sharing of
reading involves a
retelling component
• Retelling is also
internal as a form of
summary or review
Comprehension Questions
Explicit – answer is stated
in text in same words.
Implicit- answer must be
inferred from text
material.
Using the QRI to Diagnose Reading Issues
What can you find out about students?
– They
don’t have phonological knowledge
– They don’t know letter-sound connections
– They don’t know enough sight words
– They don’t generalize from words that they know to
words that are spelled similarly.
– They read very slowly
– They don’t know basic concepts necessary to
understand the text
– They have trouble making meaning using the
language from the text
Effective Intervention Programs
1.
Provide a consistent lesson plan structure
2.
Provide time for word study
3.
Focus on fluency development
4.
Emphasize reading and writing for meaning
5.
Keep the groups as small as possible
6.
Teach students the strategies that good readers
use
1. Provide a Consistent Lesson Plan Structure
This workshop will help educators:
•
Plan lessons including all of the following
components: word study, fluency, and
comprehension.
•
Plan time to teach each component,
depending on the needs of the student/s.
•
Plan activities related to each component,
which can vary according to the age and level
of the student/s.
2. Provide time for word study
Difficulties are suggested by the number of words
read in the word lists and the number of miscues
in reading text.
This workshop will help educators:
•
Learn the instructional frameworks for phonics
development
•
Stress spelling patterns
•
Develop and foster independent and automatic
word recognition skills.
3. Focus on fluency development
Difficulties are suggested by the number of words
read per minute.
This workshop will help educators:
•
Link fluency practice to meaning.
•
Provide guidance and feedback.
•
Encourage wide reading.
•
Foster independent reading at an independent
reading level.
•
Avoid unpracticed reading.
4. Emphasize reading and writing for meaning
Difficulties are suggested by the following QRI 5
patterns:
•
Comprehension level below chronological grade
level as determined by answers to questions
•
Discrepancy between answers to explicit and
implicit questions at instructional level
•
Discrepancy between performance on narrative
and expository passages.
•
Sparse disjointed retelling
•
Ineffective think-aloud statements.
4. Emphasize reading and writing for meaning
This workshop will help educators teach students to
understand:
•
The meanings of words in context
•
English syntax
•
Content being read
•
Text structure being read
•
Comprehension Monitoring strategies
•
Answering Questions
•
Interacting with Text
5. Keep the groups as small as possible
This workshop will help educators:
•
Use QRI data to group students
•
Identify students with similar reading needs
•
Place students are in small groups with effective,
differentiated instruction
•
Monitor Progress using QRI
6. Teach students the strategies that good
readers use
This workshop will help educators provide instruction in
the strategies of good readers, such as:
•
•
•
•
•
•
•
•
•
•
•
Using letter and sound patterns
Reading fluently
Learning new word meanings
Connecting prior knowledge
Recognizing the structure of the text
Summarizing
Making inferences and predictions
Asking questions and reading to find answers
Synthesizing information from different sources
Recognizing author’s purpose
Monitoring comprehension
Current Professional Development Services
Qualitative Reading Inventory: Effective
Intervention Strategies Using Data from
the QRI-5
•
2-day training
•
helps educators effectively assess reading
abilities
•
Helps educators use the results to plan
effective interventions
Follow Up to Training: Coaching and
Modeling
•
job-embedded coaching and modeling
Effective Intervention Using Data from the
Qualitative Reading Inventory (QRI-5)
Participants will be able to:
• Administer,
the QRI-5
score and interpret the results from
• Identify
instructional reading levels and plan
effective instruction using the results of the QRI-5
• Understand
intervention
the components of effective reading
• Select
instructional strategies to plan lessons that
meet student needs
• Understand
how to use data to inform instructional
interventions
Questions?
Cindy Martin
Cindy.Martin@Pearson.com
Kathryn Boice
Kathryn.Boice@Pearson.com
917-981-2376