Praised by students and teachers alike as the most reliable and easy-to-use informal assessment instrument on the market!

The Qualitative Reading Inventory-4 continues to emphasize authentic assessment of children’s reading abilities, from the most emergent readers to advanced readers. With expanded coverage of critical areas of assessment, the QRI-4 is a valid research-based measure of reading improvement. Highly respected scholars and researchers Lauren Leslie and JoAnne Caldwell have incorporated the latest reading research, in line with No Child Left Behind Reading First components.

This comprehensive inventory is widely used for its focus on assessment of specific questions regarding word identification, fluency, and comprehension. In addition, it provides suggestions for intervention instruction, procedures for assessment of strategic reading, and inclusion of results in classroom portfolios.

The QRI-4 Continues to Garner Praise:

“The passages have been carefully designed to reflect the material in basal readers and expository texts used in schools. Therefore, the information derived from the QRI will be immediately useful for classroom teachers and reading specialists. There is a valid and reliable connection between the results obtained from the QRI and individualized instruction.”

Peggy Snowden, SUNY — Plattsburgh

“Strengths of the [QRI] include its strong research base, constructed as it were by reading scientists, its history of revision to reflect the growing knowledge base in reading, and its versatility in investigating reading behavior; these aspects distinguish the QRI from its IRI competitors.”

Bruce Murray, Auburn University

What’s New in the QRI-4?

• NEW! Numerous passages have been added for grade 4 through upper middle school levels, representing what students read in content classes.
• The popular Think-Alouds now include sixth grade and upper middle school levels and include a modeling passage for the examiner to model think-alouds for every grade.
• Rate is now measurable in two ways--words per minute and corrected words per minute.
• New video demonstrates the administration and scoring of the QRI-4 with students of varying levels of reading ability.
• New CD-ROM with every copy of the book includes additional video footage!

Don’t forget Intervention Strategies to Follow Informal Reading Inventory Assessment (

Praised by students and teachers alike as the most reliable and easy-to-use informal assessment instrument on the market! <P> The "Qualitative Reading Inventory-4" continues to emphasize authentic assessment of children's reading abilities, from the most emergent readers to advanced readers. With expanded coverage of critical areas of assessment, the "QRI-4" is a valid research-based measure of reading improvement. Highly respected scholars and researchers Lauren Leslie and JoAnne Caldwell have incorporated the latest reading research, in line with No Child Left Behind "Reading First" components. <P> This comprehensive inventory is widely used for its focus on assessment of specific questions regarding word identification, fluency, and comprehension. In addition, it provides suggestions for intervention instruction, procedures for assessment of strategic reading, and inclusion of results in classroom portfolios. <P> The "QRI-4" Continues to Garner Praise: <P> "The passages have been carefully designed to reflect the material in basal readers and expository texts used in schools. Therefore, the information derived from the "QRI" will be immediately useful for classroom teachers and reading specialists. There is a valid and reliable connection between the results obtained from the "QRI" and individualized instruction."<BR> "Peggy Snowden, SUNY — Plattsburgh" <P> "Strengths of the ["QRI"] include its strong research base, constructed as it were by reading scientists, its history of revision to reflect the growing knowledge base in reading, and its versatility in investigating reading behavior; these aspects distinguish the "QRI" from its IRI competitors."<BR> "Bruce Murray, AuburnUniversity" <P> What's New in the "QRI-4"? NEW! Numerous passages have been added for grade 4 through upper middle school levels, representing what students read in content classes. The popular Think-Alouds now include sixth grade and upper middle school levels and include a model

This easy-to-use collection of materials effectively assesses reading ability at emergent though high school levels. KEY TOPICS It includes both narrative and expository passages at each grade level, questions to assess prior knowledge, and word lists. Instructors can measure comprehension by retelling passages, implicit and explicit questions, and other devices. Based on the latest reading research, this comprehensive inventory focuses assessment on specific questions regarding word identification, fluency, and comprehension. It also provides suggestions for intervention instruction, procedures for assessment of strategic reading, and inclusion of results in classroom portfolios. Diagnostic options are illustrated to help teachers assess students' reading levels. Numerous passages have been added for grade 4 through upper middle school levels. Reading instructors, reading grant writers, and literacy coaches

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Preface

Section 1 Introduction to the Qualitative

Reading Inventory

 

Section 2 Why Another Informal Reading

Inventory? A Research Perspective

Early Reading Assessment: A Developmental

Perspective

Factors Related to Comprehension

Factors Related to Word Identification

 

Section 3 A General Description of the

Qualitative Reading Inventory

The Word Lists

The Passages

 

Section 4 Information Provided by the

Qualitative Reading Inventory

Finding Reading Levels

Determining Reader Strengths and Needs Documenting Growth and Change

Questions Regarding the Validity and Reliability of

QRI-4

 

Section 5 Uses of the Qualitative Reading

Inventory-4: The Examiner as a Reflective

Decision Maker

Using the QRI-4 to Estimate Reading Level

Using the QRI-4 to Determine Reading Level

Using the QRI-4 to Indicate Growth

Using the QRI-4 for Literacy Portfolios

Using the QRI-4 to Match Students to

Appropriate Text

Using the QRI-4 to Verify a Suspected

Problem

Using the QRI-4 to Describe Specific

Reading Behaviors as a Guide for

Intervention Instruction

 

Section 6 Administration and Scoring of the

Qualitative Reading Inventory-4:

Preparation for Testing

Summary Guidelines for Administration and

Scoring

 

Section 7 Administration and Scoring of the

Qualitative Reading Inventory-4:

The Word Lists

Purposes for Administering the Word Lists

Procedures for Administering the Word Lists

Procedures for Scoring the Word Lists

 

Section 8 Administration and Scoring of the

Qualitative Reading Inventory-4:

Assessment of Prior Knowledge

Assessing Prior Knowledge

 

Section 9 Administration and Scoring of the

Qualitative Reading Inventory-4:

The Passages

Purposes for Administering the Passages

Assessment Options

General Procedures for Administering

the Passages

Passage Selection

How to Find an Instructional Level

 

Section 10 Administration and Scoring of the

Qualitative Reading Inventory-4:

Word Identification in Context: Oral

Reading

Recording Oral Reading Miscues

Counting Oral Reading Miscues

Analyzing Oral Reading Miscues: Miscue

Analysis

Evaluating Automaticity

 

Section 11 Administration and Scoring of the

Qualitative Reading Inventory-4:

Comprehension

Retelling

Questions

Criteria for Determining Reading Levels

 

Section 12 Administration and Scoring of the

Qualitative Reading Inventory-4:

Assessing Strategic Reading

Look-Backs

Think-Alouds

Assessing Note-Taking Ability

Assessing Listening Comprehension

 

Section 13 Summarizing the Results of the

Qualitative Reading Inventory-4 100

Organizing the Data 100

 

Section 14 Examples of Using the

Qualitative Reading Inventory-4

Using the QRI-4 in the Classroom to Estimate

Reading Level

Using the QRI-4 for Literacy Portfolios

Using the QRI-4 to Design Intervention

Instruction

Using the QRI-4 for Indicating Growth

 

Section 15 Test Materials

Subject Word Lists

Examiner Word Lists

Pre-Primer-Level Passages

Lost and Found

Spring and Fall

Who Do I See? (Pictures)

Just Like Mom (Pictures)

People at Work (Pictures)

Examiner Copies

Primer-Level Passages

A Trip

Fox and Mouse (Pictures)

The Pig Who Learned to Read

(Pictures)

Who Lives Near Lakes? (Pictures)

Living and Not Living

Examiner Copies

Level One Passages

Mouse in a House

Marva Finds a Friend (Pictures)

The Bear and the Rabbit (Pictures)

Air

The Brain and the Five Senses

(Pictures)

Examiner Copies

Level Two Passages

What Can I Get for My Toy?

The Lucky Cricket (Pictures)

Father’s New Game (Pictures)

Whales and Fish (Pictures)

Seasons

Examiner Copies

Level Three Passages

The Trip to the Zoo

A Special Birthday for Rosa

The Friend

Cats: Lions and Tigers in Your House

Where Do People Live?

Wool: From Sheep to You

Examiner Copies

Level Four Passages

Johnny Appleseed

Amelia Earhart

Tomie dePaola

Early Railroads

The Busy Beaver

Plant Structures for Survival

Examiner Copies

Level Five Passages

Martin Luther King, Jr.

Margaret Mead

Patricia McKissack

Farming on the Great Plains

The Octopus

How Does Your Body Take in Oxygen?

Examiner Copies

Modeling Passage for Think-Alouds

The Mining Boom

Level Six Passages

Pele

Abraham Lincoln

The Early Life of Lois Lowry

The Lifeline of the Nile

Building Pyramids (Think-Aloud Passage)

Temperature and Humidity

Clouds and Precipitation

(Think-Aloud Passage)

Examiner Copies

Upper Middle School Passages

Literature

Biddy Mason

Malcolm X

Social Studies

Immigration–Part 1

Immigration–Part 2

(Think-Aloud Passage)

Science

Life Cycles of Stars–Part 1

Life Cycles of Stars–Part 2 (Think-Aloud

Passage)

Examiner Copies

High School Passages

Literature

Where the Ashes Are–Part 1

Where the Ashes Are–Part 2

Where the Ashes Are–Part 3

(Think-Aloud Passage)

Social Studies

World War I–Part 1

World War I–Part 2

World War I–Part 3

(Think-Aloud Passage)

Science

Characteristics of Viruses–Part 1

Characteristics of Viruses–Part 2

Characteristics of Viruses–Part 3

(Think-Aloud Passage)

Examiner Copies

 

Section 16 Technical Development of the

Qualitative Reading Inventory-4

The Pilot

Development of the Word-Identification Tests

Development of the Prior-Knowledge Assessment

Tasks

Development of the Measures of

Comprehension

Development of the Think-Aloud Procedure

Development of the Passages

Rationale for Scoring Oral Reading Miscues

Reliability and Validity

Using the QRI-4 to Guide Instruction

 

References

Index