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Qualitative Reading Inventory-5. Wanda L. Carter EDU 320 Spring 2011. Assesses reading ability at emergent through high school levels. Provide information about: Conditions under which students can identify words and comprehend text successfully

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qualitative reading inventory 5

Qualitative Reading Inventory-5

Wanda L. Carter

EDU 320 Spring 2011


Assesses reading ability at emergent through high school levels.

  • Provide information about:
  • Conditions under which students can identify words and comprehend text successfully
  • 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 comprehension

susan pseudonym 9 years old dob 12 16 01

Areas of concern: Reading, written language, math, content areas, and speech

  • Susan is below grade level in all areas
  • Interventions and /or accommodations in place already: Susan is on an IEP. There are 5 goals on her IEP.
  • Background Information
  • Student Behaviors
Susan (pseudonym)9 Years old DOB 12/16/01
primary grades attitude survey
Primary Grades Attitude Survey

-IEP Information

-Primary Grades Survey

inventory of pupil interests and activities
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?

assessing emergent reading concepts
Assessing 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



-Concept Questions


-Cold Read



-Explicit and Implicit Questions


Level: Pre-Primer 1

  • “I Can”
  • Concept Questions-Score: 1/12= 8%
  • Number of Total Miscues (Total Accuracy): 8 (Frustration)
  • Number of Meaning-Change Miscues (Total Acceptability): 8 (Frustration)
  • Similar Letter-sound patterns: 2/8= 25%
  • Meaning-change miscues: 8/8= 100%
  • Corrected meaning-change miscues: 0
  • Non-meaning-change miscues: 0
  • Corrected non-meaning change miscues: 0
  • Total Accuracy: 78% (Frustration) Total Acceptability: 78% (Frustration)
  • WPM: 14 CWPM: 11
  • Number of ideas recalled= 6/12= 50%
  • Number Correct Explicit: 5 Number of Correct Implicit: 0 (Independent)



Goal would be to move Susan from emergent reading to beginning reading

  • She will need many opportunities to see and experiment with written language.
  • Choral recitation and finger point memory reading with predictable books.
  • Encourage to write.
  • Guided reading and independent reading daily. Struggling readers only get better with practice
  • Interventions on sight words in context.
  • Words Their Way would be beneficial for Susan. This would give Susan hands-on opportunities to manipulate word features.



Needs help with background knowledge. This would help her to be better prepared to understand what she is reading.

  • Comprehension
  • Easily distracted or off task- break tasks into smaller segments or give frequent breaks
  • Build her interest in reading. Give her lots of successful experiences reading.
  • Needs books in her zone of proximal development. Teacher needs to model reading with expression.

Susan has a sense of humor and an eagerness to learn