Goal would be to move Susan from emergent reading to beginning reading Number Correct Explicit: 5 Number of Correct Implicit: 0 (Independent) Analysis QRI-5.Total Accuracy: 78% (Frustration) Total Acceptability: 78% (Frustration).Corrected non-meaning change miscues: 0.Similar Letter-sound patterns: 2/8= 25%.Number of Meaning-Change Miscues (Total Acceptability): 8 (Frustration).Number of Total Miscues (Total Accuracy): 8 (Frustration).Susan -Narrative -Concept Questions -Prediction -Cold Read -Retelling
QUALITATIVE READING INVENTORY TV
Inventory of Pupil Interests and Activities Interest Survey: Who lives in your house? What kinds of jobs do you have at home? What is one thing you really like to do at home? Do you have a bedtime on school nights? Do you have a TV in your room? When you make a new friend, what is something that your friend ought to know about you? Do you know somebody that is a good reader? What makes that person a good reader? Are you a good reader?Īssessing Emergent Reading concepts -Can distinguish illustrations from print -Can point to the end of the text/print -Can point to a specific word on request Primary Grades Attitude Survey -IEP Information -Primary Grades Survey Student Behaviors Susan (pseudonym)9 Years old DOB 12/16/01.Interventions and /or accommodations in place already: Susan is on an IEP.Susan is below grade level in all areas.Conditions that appear to result in unsuccessful word identification or comprehension -Use to identify students’ reading levels -includes both expository and narrative passages at each level, concept questions to assess prior knowledge, and word lists -Can measure implicit and explicit questions Focuses assessment on specific questions regarding word identification, fluency, and comprehensionĪreas of concern: Reading, written language, math, content areas, and speech.Conditions under which students can identify words and comprehend text successfully.Carter EDU 320 Spring 2011Īssesses reading ability at emergent through high school levels.
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