Qualitative Reading Inventory

Joanne Schudt Caldwell is the co-author/author of seven titles includingThe Qualitative Reading Inventory-4 and Reading problems: Assessment and Teaching Strategies both published by Allyn & Bacon. She received her Ph.D. in Educational Psychology from Marquette University and currently teaches Literacy and Language Development at Cardinal Stritch University. In 1996 she received the Outstanding Service Award from the Wisconsin State Reading Association, as well as the Wisconsin Teacher Educator of the Year Award in 1997 and the Achievement Award from Marquette University School of Education in 2005.

Lauren Leslie received her Ph.D. in Educational Psychology from the University of Iowa and is currently Emeritus Professor at Marquette University where she served as the director of the Hartman Literacy Center for many years. She has published over 25 research articles, and she is the co-author of the Qualitative Reading Inventory-4. She received the Albert J. Harris Award from International Reading Association (2001)  for article written with L. Allen, “ Factors that predict success in an early literacy intervention program.” She also received the Mary Neville Bielefeld Award for Career Achievement for her contributions to teaching, research and service, particularly the mentoring of women faculty and students.

Contents

Preface

Section 1

Description of the Qualitative Inventory

Section 2

A Research Perspective

Reading Acquisition: A Developmental Process

Factors Related to Comprehension

Factors Related to Word Identification

Factors Related to Use of an Informal Reading Inventory

Section 3

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-5

Section 4

Uses of Qualitative Reading Inventory 5-The Examiner as a Reflective Decision Maker

Using the QRI-5 to Estimate Individual Instructional Reading Level

Using the QRI-5 to Estimate Group Reading Level and Monitor Classroom Progress (Response to Intervention)

Using the QRI-5 to Determine Reading Level

Using the QRI-5 to Indicate Growth and Monitor Individual and Group Progress: Response to Intervention

Using the QRI-5 to Verify a Suspected Problem

Using the QRI-5 to Describe Specific Reading Behaviors as a Guide for Intervention Instruction (Response to Intervention: Tiers Two and Three)

Section 5

Administration and Scoring of the Qualitative Reading Inventory-5

Preparation for Testing

Summary Guidelines for Administration and Scoring

Section 6

Administration and Scoring of the Qualitative Reading Inventory-5

The Word Lists

Purpose for Administering the Word Lists

Procedures for Administering the Word Lists

Procedures for Scoring the Word Lists

Section 7

Administration and Scoring of the Qualitative Reading Inventory-5

Assessment of Prior Knowledge

Assessing Prior Knowledge

Section 8

Administration and Scoring of the Qualitative Reading Inventory-5

The Passages

Purposes for Administering the Passages

Assessment Option

General Procedures for Administering the Passages

Passage Selection

How to Find an Instructional Level

Section 9

Administration and Scoring of the Qualitative Reading Inventory-5

Word Identification Index: Oral Reading

Recording Oral Reading Miscues

Counting Oral Reading Miscues

Analyzing Oral Reading Miscues: Miscue Analysis

Evaluating Automatically

Section 10

Administration and Scoring of the Qualitative Reading Inventory-5

Comprehension

Retelling

Questions

Criteria for Determining Reading Levels

Section 11

Administration and Scoring of the Qualitative Reading Inventory-5

Assessing Strategic Reading

Look-Backs

Think-Alouds

Assessing Note-Taking Ability

Assessing Listening Comprehension

Section 12

Summarizing the Results of the Qualitative Reading Inventory-5

Organizing the Data

Section 13 Examples of Using the Qualitative Reading Inventory

Using the QRI-5 to Estimate Individual Instructional Reading Level

Using the QRI-5 to Estimate Group Instructional Reading Level and Monitor Classroom Progress (Response to Intervention)

Using the QRI-5 to Determine Individual Instructional Reading Level

Using the QRI-5 to Indicate Growth and Monitor Individual and Group Progress (Response to Intervention)

Using the QRI-5 to Verify a Suspected Problem

Using the QRI-5 to Describe Specific Reading Behaviors as a Guide for Intervention Instruction (Response to Intervention: Tiers Two and Three)

Section 14

Test Materials

Subject Word Lists

Examiner Word Lists

Pre-primer I Passages

I Can (Pictures)

I See (Pictures)

Pre-primer 2 Passages

Just Like Mom (Pictures)

People at Work (Pictures)

Pre-primer 3 Passages

Lost and Found

Spring and Fall

Primer-Level Passages

A Trip

Fox and Mouse

The Pig Who Learned to Read

A Night in the City (Pictures)

Who Lives Near Lakes? (Pictures)

Living and Not Living

Examiner Copies

Level One Passages

Mouse in a House

Marva Finds a Friend (Pictures)

A Bear and the Rabbit (Pictures)

Air

The Surprise (Pictures)

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

The Family’s First Trip

Seasons

Examiner Copies

Level Three Passages

The Trip to the Zoo

A Special Birthday for Rosa

The Friend

A New Friend from Europe

Cats: Lions and Tigers in Your House

Where Do People Live?

Wool: From Sheep to You

Examiner Copies

Level Four Passages

Johnny Appleseed

Amelia Earheart

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)

Examiner Copies

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 15 Technical Development of the Qualitative Reading Inventory-5

The Pilot

Development of the World-Identification Tests

Development of Prior-Knowledge Assessment Tasks

Development of Measures of Comprehension

Development of the Think-Aloud Procedure

Development of the Passages

The Relationship between Oral Reading Accuracy and Comprehension

Reliability and Validity

Using the QRI-5 to Guide Instruction

References

Index

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