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Quick Guide to QRI-5
Individual Directions
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Aimee Alexander-Shea
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Word Lists
What is it used for?
Determining where student should begin reading passages
Determining if the child is automatically recognizing words or using decoding skills
What is assessed?
Accuracy of word-identification (for placement in passages)
Automaticity of word-identification (for sight words versus decoding)
Procedures for determining where student should begin reading passages:
1. Start with a list that is 2 years below grade level placement. For students entering first
grade, start with pre-primer.
2. Administer the first list (scripted directions on page 38).
3. Score the list immediately to determine level by calculating the total number of correct
words read (guideline on bottom of word lists).
a. If student is at independent level, continue administering the next highest list
until student reaches frustration.
b. If student is at instructional or frustration level, move down until student
reaches independent. Then continue upward until student reaches frustration.
Choose a passage that is at their highest independent level or lowest instructional level to
begin reading.
Procedures for determining automaticity:
1. When administering each word list, time child’s response as they read each word.
a. Within a second:
i. If they respond correctly within a second, put a “C” in Identified
Automatically column.
ii. If they respond incorrectly within a second, write their response in the
Identified Automatically column.
b. More than a second:
i. If they respond correctly but take more than a second, put a “C” in
Identified column.
ii. If they respond incorrectly but take more than a second, write their
response in the Identified column.
c. Self-Corrects:
i. If they give incorrect response within a second but then self-correct, write
their initial response in the Identified Automatically column then put a “C”
in the Identified column.
ii. If they give incorrect response taking more than a second and then self-
correct, write their initial response in the Identified column then put a “C”
next to it.
Important Note
NEVER use word list outcomes to estimate overall reading ability.
Prior Knowledge: Concept Questions
What is it used for?
To assess the student’s prior knowledge of the passage’s topic
What is assessed?
The student’s prior knowledge of the passage’s topic
Procedures for administering Concept Questions:
1. On the examiner’s copy of each passage, there are 3-5 concept questions.
2. Ask the child all of these questions.
3. 55% or higher=familiar
Scoring Concept Questions:
3 Points:
Precise definition, definitional response to a phrase, answer to a question specifically
related to passage content
Synonym
2 Points
Example of the concept
Specific attribute or defining characteristic
A function
1 Point
A general association
Isolation of prefix, suffix, or root word
Firsthand personal associations
0 points
Sound-alikes
Unconnected responses
Examples of scored responses on pages 49-51
Reading Passages
What is it used for?
Determine how student identifies words in context
Student’s reading level
What is assessed?
Oral reading
o Miscues
o Comprehension
Silent reading
o Comprehension
Guidelines for Choosing Oral or Silent Reading
K-2nd grade—Child reads orally
o Also any older child suspected reading at 2nd grade level or below
3rd grade and above—child reads a couple passages orally and the rest silently
o Expository text should be silent reading
Procedures for administering Reading Passages:
1. Ask the child to read the passage (scripted directions on page 39).
2. If the child is reading aloud, record their responses by using the following marking
procedure:
Scoring Oral Reading Miscues:
1. Upon completion, calculate total accuracy.
a. Find all three reading levels (independent, instructional, frustration). Stopping at
frustration.
2. Miscues that count:
a. Substitution
b. Refusal (Provide word only if child will not Calculating Total Accuracy
proceed without it)
c. Insertion
Number of word in passage-miscues
d. Omission
Number of words in passage
e. Reversal
3. Miscues that don’t count:
a. Repetition
b. Self-corrects
4. Exceptional Cases
a. Proper Names
i. If consistently mispronounces name=1 miscue
ii. If mispronounced name varies through story, count each variation
b. Same miscue on same words several times through passage that DOES NOT
CHANGE MEANING=1 miscue
c. Omits an entire line=1 miscue
d. Pronunciation variation due to articulation difficulties or dialect=not a miscue
i. If student pronounces the word or word part correctly in other contexts, it
IS a miscue
Based on ALL Miscues
Independent Level: 98% accuracy
Instructional Level: 90-97% accuracy
Frustration Level: less than 90% accuracy
Comprehension Questions
What is it used for?
Measuring comprehension of the text
What is assessed?
Explicit questions—memory of what was read
Implicit questions—interpretation of what was read
Procedures for administering Comprehension Questions:
1. After the child has read the passage, ask the comprehension questions included on the
examiner score sheet.
2. Score the answers for each passage as you administer the test (scoring guidelines
included on the examiner score sheet).
Scoring Comprehension Questions:
1. Use the provided acceptable answers to determine if the response was correct.
a. The response should be scored as right or wrong.
b. Same information said in different words should be counted as correct.
c. Information must be derived form story, NOT child’s personal experiences
d. Do not give half credit.
Reading Levels Based on Accuracy of Reading and Comprehension
Independent
Independent Accuracy + Independent Comprehension
Instructional
Independent Accuracy + Instructional Comprehension
Instructional Accuracy + Independent Comprehension
Instructional Accuracy + Instructional Comprehension
Frustration
Instructional Accuracy + Frustration Comprehension
Frustration Accuracy + Independent Comprehension
Frustration Accuracy + Instructional Comprehension
Interpreting Outcomes
Accuracy of Word Identification
(Word Lists)
Should parallel chronological grade placement
Greater gap=more serious problem
Automaticity of Word Identification
(Timed Word Lists)
Automatic level is lower than total level for word identification= work on sight words
Comparison of Word Recognition Within and Out of Context
(Oral Reading vs. Word Lists)
Words underlined on the examiner’s copy of passages are included in the word lists
Compare words on child’s highest instructional word list to recognition in passage
o Fluent and expressive in context, but lower score on list=not serious concern
o Oral reading slow and halting and lower score on list=lacks automaticity in word
identification
Narrative vs. Expository Texts
Below 4th grade, expository scores about 1-2 years below familiar narrative level=need
instruction in expository text structure and strategies
Pictures vs. No Pictures
Pre-primer through 2nd grade passages
Reliance on pictures is expected in emerging readers
Reliance on pictures in older students=need instructional intervention
o Rely on pictures for word identification=teach sight words
o Rely on pictures for comprehension=pre-reading and self-monitoring activities
Oral vs. Silent Reading
In 3rd grade or above, oral reading is higher than silent reading comprehension=practice
silent reading
o silent guided reading to give instructional support
Familiar vs. Unfamiliar
Based on prior knowledge (concept questions) scores
Compare comprehension of texts rated as familiar vs. unfamiliar
o Likely=familiar will be 1 year higher than unfamiliar
o 2 years difference=extreme difficulties in content areas potentially
Identification of a Potential Reading Disability
Reading Disability: serious discrepancy between student’s chronological grade level and
level at which student can read familiar narrative material
Serious Discrepancy
That may indicate a reading disability
1st-3rd grade: 1 year
4th-6th grade: 2 years
7th grade and up: 3 years
