Qualitative Reading Inventory ~ Expository Passages

Student Name: Student A Grade: 3 Chronological Age: 8

Examiner Name: Thea Meyer Date: 11/13/16

Word Lists Oral Reading

Passage Reading
Level # of Total #
Concept
Flashed Untimed Total % ACC WPMC Comp % Questions of
Questions
Correct Question

Pre-Primer N/A N/A N/A 5

Primer 20 0 20 6

First 20 0 20 6

Second 20 0 20 8

Third 13 6 19 8

Fourth 10 5 15 75% 96% 80 62% 5 8

Fifth N/A N/A N/A 8

Sixth 8
 Oral ACC (accuracy) Oral WPMC (Based on
Achievement Percent Listening
Instructional Acc. Grade Oral Comp
Level 5th 4th grade Correct Comp
Level Level)
grade+ or less
Norm Level
Independent (98-100) (98-100) WPMC (90%)
Comparison
50-75
percentile (
Instructional (95-97) 4th grade (91-97) 80 3rd grade
(70-89%)
student)
(94 or
Frustration (90 or less) 4th grade (<70%)
less)

Goal areas for this student (2-3 paragraphs- strengths, needs and goals):

This assessment helped uncover some strengths this student possesses. It is evident that she is a
careful reader. When she made a miscue in the reading, she almost always noticed and went back to
try and correct herself. This shows she is conscious of her own reading, and that does not just read
through quickly to get to the end of the passage. The analysis of this assessment shows that the
student has a good understanding of the concepts included in the reading. She is able to draw upon
her background knowledge and use it to answer the concept questions. By examining the examiner
sheet, I also can determine that the student has skills in prediction. Though her prediction does not
accurately, it reveals that the student can use clues from the text and her own ideas to predict. She
thinks the reading will be about a train that comes early. She read the title and combined it with
knowledge she already has that trains can (and do) arrive early.
 The assessment also revealed some needs of the student. One of these needs is increasing
comprehension, specifically explicit comprehension. I conclude that comprehension is a need for this
student because she missed three explicit comprehension questions. She was able to locate the
answer in the text to two of the questions during the look-backs. Another need that I determined
from this assessment is reading words with inflected endings. I discovered that many of the words
the student not identify immediately on the fourth grade word list are ed and s ending words.
Similarly, I noted that some of the miscues included inflected endings, like topped. Another
student need that this assessment reveals is the WPMC, or fluency. Her 80 WPMC is between the
50th and the75th percentile for third grade students. For this percentile, the average increase is about
1.1 to 1.2 WPMC a week ,which could be a goal for the student. Increasing her fluency will help her
comprehension, which is another need for this student. It is important to note that her fluency may
have been impacted by the environment in which we were completing the QRI, because there was a
lot going on, and I did notice that she seemed distracted at times.

The summary indicates that the student can comprehend and retell the main ideas. She told me
most of the main ideas in the order in which they appear in the story. When looking back at the
summary portion of the examiner sheet, I noticed that she did not include many of the descriptive
details, such as the rails being smoother than the roads. She told the main ideas and point of the
story, but did not go into specific detail. This parallels with the comprehension questions that she
missed. She remembered the implicit questions, which usually pertain more to the overarching ideas
within the text, and have less to do with small details. This indicates that the student needs more
practice in identifying and recalling details in a text.

Instructional Strategies (should meet the needs for the student):

Instructional strategy one- One strategy I think would be very helpful with Student A is called
sketching my way through the text. This strategy involves the student draws quick sketches while
they are reading to help them visualize the meaning. This helps students put meaning with the words
they are reading, as well as provides something for them to look back at after reading. I think this
idea is especially helpful for Student A because she enjoyed the drawing part of the vocabulary
frontloading that I have done in the past. I like this idea because it helps students and teachers
recognize when students are not understanding what they read. This would work very well for the
group dynamic as well, because all the students in our group like to draw. Extensions to this activity
could be creating a comic that tells the story and sharing the comics with partners or the group.

Instructional strategy three- I can help address Student As needs regarding inflected endings by
using a word sort with ed and s endings. This can help her by calling attention to the meaning of
words that have these endings. I would start this activity by having a group sort, where everyone has
some words from the sort. While we sort the words, we will talk about the reasoning behind each
decision. This activity helps with scaffolding, as well as is more engaging to the student than doing
the sort alone. It also helps model word sorts for all students. I like the idea of using Legos, or a
similar manipulative, to physically connect the words as well. This would really help Student A, and
the other group members, because they struggle to keep their words organized in the table. Another
variation of the activity would be creating a large sort so students can walk around and place sorts on
the floor. This would be a fun way to incorporate movement into a reading lesson.

Instructional strategy three- Graphic organizers are another way to help with comprehension. I think
graphic organizers would be particularity effective with helping Student A with details. There are
many graphic organizers that provide space for main ideas and details relating to those ideas. This
could help the student work on identifying details and recognizing the significance of details. I could
differentiate this activity by introducing several graphic organizers, one each week, and then
allowing the student to choose the one which she prefers. Unfortunately, we may not have time for
this differentiation in this tutoring group, but I do hope to use this with future students.

Instructional strategy four- Readers theater is an instructional strategy I plan to use to help Student
A work on her fluency through repeated reading. I think this is such an engaging activity for the
student because it keeps her interested in the meaning of the reading. Student A has been somewhat
timid while reading out loud in the past, but during the readers theater she wanted to try every part.
Because she was so interested in the reading, I think this is a great fluency strategy. It is fun, and
allows all the students to interact with one another, which is something they also enjoy.