Qualitative Reading Inventory 5 (QRI-5) compared to Dibbles
The Qualitative Reading Inventory 5 (QRI-5) is a means to assess a student’s abilities in reading and comprehension. It is a two phase, thorough, lengthy, but necessary process that starts with students reading from a selected word list to find reading fluency with site words identified automatically to ensure a non frustrating reading level passage that ensures scoring accuracy. There are three steps required in order to administer the “Word Lists” correctly.
Phase one of The Qualitative Reading Inventory 5 is the “Word List”, and its three steps are preparation for the administrator and the student, the assessment and making meaning from it all. Phase two of (QRI-5) is assessment from a Reading Passage that enables one to score a student’s abilities in reading and comprehension. This phase is an eight step process that includes preparation for the administrator and the student, administering the “Concept Questions”, the “Prediction” task, the “Passage”, monitoring the student reading, “Retelling of the Passage”, answering questions and making meaning from it all. It is very time consuming, as a result you can only assess on average three to four students a day.
If you need to assess an entire class in one day, DIBBLES is the way to go. In just a short time, with the help of a Palm Pilot, or some other new technological hand held device, you are able to assess Initial Sound Fluency, Phoneme Segmentation Fluency, Nonsense Word Fluency, Letter Naming Fluency, Oral Reading Fluency. It takes a total of nine minutes to administer all five tests above, once you understand how to implement them. I used this software and technology of DIBBLES, only one day and after two or three sample exercises I was able to learn to assess by understanding 95% of this software.
What I like about DIBBLES is how well it uses nonsense words. These words are very important because it clearly shows strategies students are using to pronounce them. If they were true words, it may cause an error on the examiners part because the word used may be pronounced more than one way, not just the correct way. If pronounced incorrect, it will be hard to place where the student’s mistake was. Nonsense words will show how consent and vowels are used by the student, leaving only one true way to pronounce them.
It is important to assess students and two methods should be used. I recommend the “Qualitative Reading Inventory 5” for a formal assessment, three times a year minimum. I would also recommend “DIBBLES” at least twice as much, as an informal, two assessments between each of the three “QRI-5” formal assessments.
A teacher can only help their students if they know a students learning level. The primary role of every teacher is to understand all differences whether academic or cultural. Through differentiated instruction, teachers can now create reading tasks to accommodate the students with varied reading levels. Teachers can tier all lesson plans to help students who need scaffolding, students who are on task, and students who are advanced. It is only when the teacher knows the students ability that the teacher can help the students academically advance.
No comments:
Post a Comment