QRI-5 Model | Report | Assignment

Running head:QRI-5 1
QRI-5
Student name
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QRI-5
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QRI-5
By using the QRI passages, I also tested for word-meaning vocabulary. I picked a
passage within Izabella’s reading and comprehension level making the vocabulary words in her
level. By having Izabella read and comprehend the passage, her word-meaning vocabulary was
assessed. If there were tier II and tier III vocabulary words that she did not know the meaning of
it would make it harder for her to comprehend and retell the story. The word-meaning factor is
one of the most important aspects of a student's ability to understand. Izabella, a preprimary, had
comprehension issues and using the QRI-5 model, I sought to help improve his predictability and
fluency while reading.
To assess my student’s reading comprehension, I also used the QRI passages. I evaluated
the reading comprehension in two different ways. The first was asking her to retell me the story
once she was done reading it. Asking Izabella to retell the story gets her thinking about what she
just read while comprehending it well enough to tell the story back to me. I checked off
everything she said that matched the QRI retelling scoring sheet. Once she was finished, I added
up her score and divided by the total number of possibilities. This gave me a percentage of the
information she was able to retell.The next way I assessed reading comprehension was by asking
Izabella the comprehension questions after she read the text. There were about six questions after
the passage that measured how well Izabella comprehended the passage. Then, I presented some
questions after which I marked as either right or wrong and noted the amount of question the
student answered correctly. By seeing how many Izabella answered correctly, this allowed me to
see what level she comprehended at independent, instructional, or frustration.
The first assessment I did to access Izabella’s comprehension skills was a complete QRI
narrative. I chose to start at the primer level based on the previous evaluations I conducted. The

QRI-5
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passage had a large font with pictures on each page. There were three concept questions, a
prediction question, 36 recall ideas, and six comprehension questions.I started the assessment by
reading Izabella the instructions located on page 56 in the “Qualitative Reading Inventory” text
(Stange, 2013). The instructions were important since they informed the teacher how well, the
learner could read independently, assess his memory and answer the questions to the passsges. I
then proceeded to ask Izabella the concept questions and prediction while recording what she
stated. I also took note of the time the student took reading the passage.As Izabella read, I
recorded any miscues that she made. After she finished, I then took the story away from her and
asked her to retell the passage to me as if I have never heard it before. Izabella scored an
average in retell but did not perform satisfactorily as the assessment required. She could not alos
retell the passage chronologically or in comprehension manner.
Consequently, I asses the student on QRI narrative, and the result were as I expected. The
student scored a 78% on familiarity with the concept questions, and she knew a good amount of
background knowledge relating to the passage. She talked about what it means to be a good
reader and what it takes to become a good reader; she just was not detailed enough. It took
Izabella 5 minutes and 40 seconds to read the complete passage of 176 words. This means that
she learned about 31 words per minute. Because she had six total miscues, she read about 30
correct words per minute. I observed that the student had six total miscues, yet, on three had an
effect of changing the meaning of the text. Therefore, this meant that Izabella’s complete
accuracy was total acceptability.This is an excellent performance since it means only three erros
altered the meaning of the text and her ability to understand it. Following the passage, I saked the
student to retell the passage to me as if I had never listened to it. I observed that Izabella
struggled recalling only recalling some few facts concerning the story.