QRI Word Lists

Pre-Primer 1
I wasn’t sure what to expect of the student when we started the words lists. She is a 3rd

grader but has reading difficulties. Starting with Pre-Primer 1 she was able to identify all the

words but the word of. I believe she is familiar with the word because when she spelled it in the

WADE assessment, she spelled it f-o. She knows the parts of it but couldn’t put it together.

When she read it here, she said off. I think if I asked her to look at it again, she would get it. She

ended up in the independent level for correctly identified words.

Pre-Primer 2/3

The student was able to correctly identify all the words except for three on the Pre-Primer

2/3 list. To this point I do not see a pattern of errors. Her first miscue was a long vowel word that

she used a short vowel sound in. Her second miscue was the word were and she said where and

the third miscue was the word look and she said like. Those second two miscue seemed to just be

guessing on or she thought she knew them by sight, but she didn’t. She was still in the

instructional level for words correctly identified.

Primer

The Primer word list was much like the first two except that she ended up in the

independent level for words correctly identified. She was able to read every word apart from the

word going she said go. I think if I stopped her and asked her to try again, she would have been

able to read it. Overall, I feel she did much better on these word lists than the WADE

assessments. It is possible she was more comfortable working with me at this point or she could

have been having a better day.

 First

The student was still able to work through the first grade word list with relative ease. This

is the first place I was able to see patterns in the words that she struggled with. In this section she

started missing words with vowel combinations in them. The four words that she couldn’t

identify were enough, brain, heard, and afraid. She would start to sound the words out but didn’t

know what to do with the vowel combinations when she got to them. She still ended up in the

instructional level for words correct overall. Now, I was excited to see how she did with the next

list to see if my theory was correct.

Second

I did end up seeing the same problem in the second grade word list as I did in the first.

Three of the five words she identified incorrectly had vowel combinations in them. I was also

pleasantly surprised that she still ended up in the instructional level for this list as well. I know

that this is only one assessment, but it did give me the impression that she was able to read at a

higher level than I originally thought.

Third

The student struggled through reading the words on the third grade word list. She was

only able to identify seven words out of twenty. Her miscues on this list were more than just

vowel combinations but I didn’t see any other patterns. She ended up scoring on the frustration

level, so I discontinued administering passages after this one. Even before I got to reading

passages, I knew I wanted to work on vowel combinations as one of my instructional goals.