Qualitative Reading Inventory
Pearson (Verlag)
978-0-13-416102-0 (ISBN)
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The market-leading, reliable, and easy-to-use informal assessment instrument.
The QRI-6 continues to emphasize the authentic assessment of children’s reading abilities–from the earliest emergent readers to advanced readers. This popular resource provides graded word lists and numerous passages designed to assess a student’s oral reading accuracy, rate of reading, and comprehension of passage read orally and silently. Several unique features set it apart from other resources in the field, including narrative and expository passages at each level from pre-primer through high school, as well as all self-contained selections being highly representative of the structure and topics of materials found in basal readers and content-area textbooks. For example, passages at the pre-primer through second grade levels are presented with pictures, and maps and illustrations are part of the expository selections at fourth grade through high school levels.
The QRI-6 measures comprehension in several ways that allow an examiner to label a passage as familiar or unfamiliar to each student: by analyzing the student’s retelling or summarization; by looking at the student’s answers to explicit and implicit comprehension questions; through the answers to complex inference questions recommended by the Common Core State Standards; through the use of look-backs, which separate what readers remember from what they comprehend; and through the use of think-alouds at the sixth grade level and above to analyze the student’s thoughts during reading. These measurement tools presented in the QRI-6 contribute to its widespread popularity as a superb informal reading inventory. The Enhanced Pearson eText features embedded videos, audio clips, and forms & figures.
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Lauren Leslie is Professor Emerita at Marquette University where she directed the Hartman Literacy and Learning Center for over a decade. In addition to the Qualitative Reading Inventory she has published two other books with JoAnne Caldwell, both published by Pearson: The Content Area Reading Assessment: A formative measure of the Common Core State Standards (Pearson, 2015), and Intervention Strategies to Follow an Informal Reading Inventory: So what should we do now? (Pearson, 2013). She has published over 20 research articles and received (with Linda Allen) the Albert J. Harris Research Award from the International Reading Association in 2001. She also received the Bielefeld Award for Professional Achievement in teaching, research, and mentoring of women faculty and students at Marquette University in 2006. JoAnne Schudt Caldwell is currently Professor Emerita at Cardinal Stritch University. She is co-author of Content Area Reading Assessment: A Formative Measure of the Common Core State Standards, Intervention Strategies to Follow Informal Reading Assessment; So What Do I Do Now? and Reading Problems: Assessment and Teaching Strategies. She is the author of Reading Assessment: A Primer for Teachers in the Common Core Era and Comprehension Assessment: A Classroom Guide. She received her PhD from Marquette University and in 2005 received an Achievement Award from that institution.
QRI-6 Features of the eText vii Preface ix Section1 Description of the Qualitative Reading Inventory-6 1 The Word Lists 1 The Passages 2 Level-Diagnostic Passages 2 Non-Think-Aloud Option 4 Inference-Diagnostic Passages 4 Section 2 A Research Perspective 5 Factors Related to Comprehension 5 Inferential Question Types 5 Text Structure 7 Prior Knowledge 9 Oral and Silent Reading Comprehension 10 Look-Backs 10 Retelling and Summarization 11 Think-Alouds 12 Factors Related to Word Identification 13 Knowledge of Letter-Sound Matching 13 Miscue Analysis 14 Oral Reading Fluency and Comprehension 15 Fluency: Beyond Speed and Automaticity 16 Factors Related to the Use of an Informal Reading Inventory 17 Passage Leveling 17 Response to Intervention (RtI) 18 The Common Core State Standards (CCSS) 20 Administration and Scoring of the QRI-6 Section 3 Administration and Scoring of the Qualitative Reading Inventory-6: Determining Reading Levels 22 How Are Reading Levels Determined? 22 The Independent Level 22 The Instructional Level 22 The Frustration Level 23 Level Variety 23 How Do I Go about Finding an Instructional Reading Level? 24 Determining Reader Strengths and Needs 25 Documenting Reader Growth 25 Section 4 Administration of the Qualitative Reading Inventory-6: Initial Activities 26 First Steps 26 Guidelines for Administration 27 Level-Diagnostic Passages 27 Inference-Diagnostic Passages 28 Section 5 Administration and Scoring of the Qualitative Reading Inventory-6: The Word Lists 29 Purposes for Administering the Word Lists 29 Estimating the Starting Point for Passage Administration 29 Estimating Automatic Word Identification 29 Estimating Knowledge of Letter-Sound Matches 30 Examining Knowledge of Vowel Patterns 30 Analyzing the Differences between Word Identification in Isolation and in Context 30 Procedures for Administering the Word Lists 30 General Procedures 30 Instructions to the Student 31 The Beginning Point 31 Recording Student Responses: Accuracy and Automaticity 31 Procedures for Scoring the Word Lists 33 Estimating the Starting Point for Passage Administration 33 Estimating Automatic Word Identification 33 Reading by Analogy: Comparing Knowledge of Low-and High-Frequency Vowel Patterns 34 Additional Diagnostic Uses of the Word Lists 35 Section 6 Administration and Scoring of the Qualitative Reading Inventory-6: The Passages 36 Purposes for Administering the Passages 36 Components of Assessment 36 Assessment of Prior Knowledge 36 Assessment of Oral Reading Miscues 36 Assessment of Comprehension through Unaided Recall 37 Assessment of Comprehension through Look-Backs 37 Assessment of Comprehension through Think-Alouds 37 Passage Selection 37 Section 7 Administration and Scoring of the Qualitative Reading Inventory-6: Word Identification in Context: Oral Reading 39 Recording Oral Reading Miscues 39 Counting Oral Reading Miscues 41 Counting Total Accuracy 41 Counting Total Acceptability: What Is a Meaning-Change Miscue? 43 Analyzing Oral Reading Miscues: Miscue Analysis 45 Recording Miscues 45 Counting Miscues 47 Analyzing the Miscues 48 Evaluating Automaticity 48 Evaluating Prosody 50 Section 8 Administration and Scoring of the Qualitative Reading Inventory-6: Comprehension 51 Level-Diagnostic Passages 51 Questions 51 Criteria for Determining Reading Levels 52 Retelling 53 General Procedures 53 Scoring 53 Retelling Examples 53 Analysis of Retelling 56 Inference-Diagnostic Passages 57 General Procedures 58 Scoring 58 Interpretation of Ambiguous Answers 59 Summarizing 60 General Procedures 60 Scoring and Analysis 60 Jennie's Summary 62 Peter's Summary 63 Summary 63 Section 9 Administration and Scoring of the Qualitative Reading Inventory-6: Assessing Strategic Reading 64 Look-Backs 64 Think-Alouds 65 Section 10 Summarizing and Analyzing Results of the Qualitative Reading Inventory-6 67 Recording Word Identification in Isolation Scores 67 Recording Oral Reading in Context Scores 67 Recording Silent Reading Scores 69 Recording Scores on the Inference-Diagnostic Passages 69 Example of Completed Student Profile Sheet 70 Analyzing the Results 71 Questions about a Student's Reading Behavior 72 Student Examples 74 Writing the Report 76 Section 11 Specific Uses of the Qualitative Reading Inventory-6 77 The Classroom Teacher: Using the QRI-6 to Estimate Individual Instructional Reading Level 77 The Classroom Teacher: Using the QRI-6 to Estimate Reading Level and Monitor Progress through Group Administration 78 The Classroom Teacher: Using the QRI-6 to Estimate Ability in Answering Inferential Questions 79 The Reading or Special Education Specialist Assessment: Using the QRI-6 to Determine Reading Level 80 Using the QRI-6 to Indicate Growth and Monitor Progress 80 Using the QRI-6 to Describe Specific Reading Behaviors as a Guide for Intervention Instruction 81 Using the QRI-6 to Assess the Common Core State Standards' Foundational Skills 83 Using the New Inference Passages Grade 4 through High School 83 Word Lists and Elementary Grade: Level-Diagnostic Passages Section 12 Test Materials: Level Diagnostic Passages 85 Student Word Lists 86 Examiner Word Lists 91 Pre-Primer 1 Passages I Can (Narrative) 98 I See (Narrative) 104 Pre-Primer 2 Passages Just Like Mom (Narrative) 109 People at Work (Expository) 114 Pre-Primer 3 Passages Lost and Found (Narrative) 117 Spring and Fall (Narrative) 118 Examiner Copies 119 Primer Passages A Night in the City (Narrative) 131 Fox and Mouse (Narrative) 135 The Pig Who Learned to Read (Narrative) 139 Who Lives Near Lakes? (Expository) 142 Living and Not Living (Expository) 143 Examiner Copies 144 Level One Passages The Surprise (Narrative) 154 Marva Finds a Friend (Narrative) 158 The Bear and the Rabbit (Narrative) 161 Air (Expository) 164 The Brain and the Five Senses (Expository) 165 Examiner Copies 166 Level Two Passages The Family's First Trip (Narrative) 179 The Lucky Cricket (Narrative) 180 Father's New Game (Narrative) 184 Whales and Fish (Expository) 187 Seasons (Expository) 188 Examiner Copies 189 Level Three Passages A Special Birthday for Rosa (Narrative) 204 The Friend (Narrative) 206 A New Friend from Europe (Narrative) 208 Cats: Lions and Tigers in Your House (Expository) 210 Where Do People Live? (Expository) 211 Wool: From Sheep to You (Expository) 212 Examiner Copies 213 Level Four Passages Amelia Earhart (Narrative) 233 Tomie dePaola (Narrative) 234 Early Railroads (Expository) 235 Plant Structures for Survival (Expository) 236 Examiner Copies 237 Level Five Passages Margaret Mead (Narrative) 250 Patricia McKissack (Narrative) 251 Farming on the Great Plains (Expository) 252 How Does Your Body Take in Oxygen? (Expository) 253 Examiner Copies 254 Middle School & High School: Level-Diagnostic Passages Level Six Passages The Mining Boom (Modeling Passage for Think-Alouds) 270 Examiner Copy 271 Abraham Lincoln 273 The Early Life of Lois Lowry 274 The Lifeline of the Nile 275 Building Pyramids (Think-Aloud Passage) 276 Temperature and Humidity 277 Clouds and Precipitation (Think-Aloud Passage) 278 Examiner Copies 280 Upper Middle School Passages Literature Jaime Escalante: Teacher Extraordinaire 305 Social Studies Immigration-Part 1 307 Immigration-Part 2 (Think-Aloud Passage) 309 Science Life Cycles of Stars-Part 1 311 Life Cycles of Stars-Part 2 (Think-Aloud Passage) 313 Examiner Copies 315 High School Passages Literature Where the Ashes Are-Part 1 338 Where the Ashes Are-Part 2 341 Social Studies World War I-Part 1 344 World War I-Part 2 347 Science Characteristics of Viruses-Part 1 350 Characteristics of Viruses-Part 2 353 Examiner Copies 355 Inference-Diagnostic Passages Section 13 Inference-Diagnostic Materials 392 Grade 4 Cynthia Rylant: The Development of an Author (Biography) 393 Linking East and West (Social Studies) 395 How Do Organisms Compete for Resources? (Science) 398 Examiner Copies 401 Grade 5 Jane Goodall, Goddess of the Apes (Biography) 414 The Rise of Cattle Drives (Social Studies) 416 The Body's Transportation System (Science) 419 Examiner Copies 422 Grade 6 The Legacy of Jim Thorpe (Biography) 434 From Dynasty to Dynasty (Social Studies) 437 What Causes Weather? (Science) 440 Examiner Copies 443 Middle School Malcolm X: The Development of a Separatist (Biography) 456 A Wave of Nativism (Social Studies) 460 What Is a Comet? (Science) 463 Examiner Copies 465 High School The Life of Georgia O'Keeffe: The Artist and the Woman (Biography) 480 America Adjusts to Peace (Social Studies) 484 The Kingdoms of Life (Science) 487 Examiner Copies 490 Section 14 Technical Development of the Qualitative Reading Inventory-6 506 Piloting the New Materials for the QRI-6 506 Previous Pilots 507 Development and Analysis of the Word-Identification Tests 508 Analysis of the Word-List Data 508 Reading by Analogy 509 Development and Analysis of the Prior-Knowledge Assessments 509 Identification of Concepts 509 Analyses of Correlations between Prior Knowledge and Other Test Components 510 Development and Analysis of the Measures of Comprehension: Level-Diagnostic Materials 510 Analyses of the Measures of Comprehension on Level-Diagnostic Passages 511 Development of the Think-Aloud Procedure 513 Development and Analysis of the Measures of Comprehension: Inference-Diagnostic Materials 514 Analyses of the Measures of Comprehension on the Inference/Diagnostic Materials 514 Development of the Passages 516 Quantitative Measures of the Difficulty of the Level-Diagnostic Passages 516 Development of the Pre-Primer through Third Grade Passages 519 Development of the Fourth through Sixth Grade Passages 520 Quantitative Measures of the Difficulty of the Inference-Diagnostic Passages 520 Comparing the Quantitative Measures of the Difficulty of the Inference/Diagnostic Materials to the Difficulty of the Level/Diagnostic Materials 521 Development of the Upper Middle School and High School Passages 521 Empirical Validation 521 Comparing Passages New to the QRI-5 to Previous Passages 521 Comparability of Level/Diagnostic vs. Inference/Diagnostic Passages at the Same Readability Level 525 The Relationship between Oral Reading Accuracy and Comprehension 525 The Pillars of Excellence in Educational Assessment 525 Reliability and Validity 525 Issues of Validity of an Informal Reading Inventory 526 Issues of Reliability of an Informal Reading Inventory 531 Cautions in Interpretation 535 Test-Retest and Alternate Form Reliability 535 References 537
| Erscheinungsdatum | 03.03.2016 |
|---|---|
| Sprache | englisch |
| Maße | 10 x 10 mm |
| Gewicht | 1102 g |
| Themenwelt | Schulbuch / Wörterbuch ► Unterrichtsvorbereitung |
| Sozialwissenschaften ► Pädagogik ► Berufspädagogik | |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
| ISBN-10 | 0-13-416102-5 / 0134161025 |
| ISBN-13 | 978-0-13-416102-0 / 9780134161020 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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