What is QRI?
What is the purpose of using QRI5?
Have you seen similar assessment activities like QRI5?
What are they?
What is your impression of QRI5?
QRi-5 is an individualized, informal reading assessment
that teachers can use to determine students' reading abilities and
instructional needs in grades P through 12.
This comprehensive, non-standardized instrument is useful to determine
each student’s reading level, word identification skills, comprehension skills,
strengths and developmental opportunities.
Results will also aid teachers in matching appropriately-leveled
materials for each student.
In one-on-one conferences, students will read narrative
and expository passages starting at two levels below their current grade. Teachers use graded word lists to assess each
student’s oral reading, silent reading, or listening comprehension. Additionally,
teachers can assess comprehension through inquiry with implicit and explicit
questions, retelling, look-backs and think-alouds.
While the process of administering a QRI-5 is similar to
that of a Running Record and Miscue Analysis, this assessment measures literacy
abilities and skills with a structured approach with multiple methods. It appears to be a richer format for
educators to assess their students’ needs and identify area for intervention.
I agree that QRI-5 is a more in depths method than a running record and miscue analysis. However, I don't think they share many similarities other than being ways to assess reading.
ReplyDeleteHi Henry...I understand the parallel you mentioned about running records and QRI-5, but it seems to me that running records are a bit more limited and primarily for elementary level readers and perhaps older students who are struggling. The thing I particularly liked about the QRI-5 model is that it offers methods for literacy assessment all the way through high school.
ReplyDeleteThanks for the comments. QRI-5 and Running Records are certainly different in numerous ways however I was writing about how the administration of each assessment are similar. I agree that the QRI-5 appears to be more comprehensive.
ReplyDeleteGreat point! Other than running records/miscue analysis, there are multiple areas that we need to look into students' reading behaviors, such as their prior knowledge, comprehension through retelling and writing, fluency, vocabulary, conceptual understanding, text structures (narrative vs. expository texts), and so on. :)
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