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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.

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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
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
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
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.

slide6

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
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 51
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
Purposes of QRI-5

To identify a student’s reading instructional level (usually in narrative text).

To analyze the student’s strengths in reading and find areas that need explicit instruction.

why teach students from their instructional level
Why teach students from their instructional level?
  • Criteria for instructional level
    • 90% oral reading accuracy
    • 67% + comprehension assessed by questions
word lists
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
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
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
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
slide15

Comprehension Questions

Explicit – answer is stated in text in same words.

Implicit- answer must be inferred from text material.

slide16
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

Using the QRI to Diagnose Reading Issues

effective intervention programs
Effective Intervention Programs

Provide a consistent lesson plan structure

Provide time for word study

Focus on fluency development

Emphasize reading and writing for meaning

Keep the groups as small as possible

Teach students the strategies that good readers use

1 provide a consistent lesson plan structure
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
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
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
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 meaning1
4. Emphasize reading and writing for meaning

This workshop will help educatorsteach 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
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
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
slide25

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 52
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
questions
Questions?
  • Cindy Martin
  • Cindy.Martin@Pearson.com
  • Kathryn Boice
  • Kathryn.Boice@Pearson.com
  • 917-981-2376