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
Wanda L. Carter
EDU 320 Spring 2011
-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
Areas of concern: Reading, written language, math, content areas, and speech
-Primary Grades 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?
-Can distinguish illustrations from print
-Can point to the end of the text/print
-Can point to a specific word on request
-Explicit and Implicit Questions
Goal would be to move Susan from emergent reading to beginning reading
Needs help with background knowledge. This would help her to be better prepared to understand what she is reading.
Susan has a sense of humor and an eagerness to learn