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Qri Write Up
Qri Write Up
Anna Cassidy ``
Kara is a 2nd grade student who is very bright. Russian is her first language but her
English sounds perfect. We started the QRI with word recognition in isolation. She was on an
independent level (90-100% accuracy) on the pre-primer list through the 1st grade list and on an
instructional level (70-85% accuracy) on the 2nd through 4th grade lists. She identified the words
quickly and only started slowing down around the 4th grade list. I noticed that nearly all of her
missed words through the third grade list were words that looked similar. For example, she said
line instead of lion and circus instead of curious. During the 4th grade list she began to
deliberately sound out more words and therefore began missing more.
The next week I had Kara read some passages so that I could analyze the other aspects
of her literacy development. Kara read the 4th, 5th, and 6th grade passages. She got high
accuracy on all three. The thing that interested me was the fact that she got Independent level
(above 95% reading accuracy) on the 4th and 6th grade passages, but instructional (90%-94%
reading accuracy) on the 5th grade passage. Perhaps she was more interested in the 6th grade
passage, or maybe she was more focused because she knew it was the last passage of the day.
On the 5th and 6th grade passages she did have to pause frequently to sound out words but she
usually figured out the correct word. I was very impressed that a second grade ELL student was
was interesting that Kara scored 16.6% on all three passages. So out of the 6 questions I asked
after each passage, she always got one correct. For most of the questions, she answered I
dont know. On the questions she answered incorrectly, she either left out important details or
got main concepts mixed up. The comprehension portion of the QRI made me realize that just
because a student is able to read the words, they may not be comprehending. I think that she
spent all of the time focusing on reading the words so she didnt comprehend what was going
on.
Finally, I looked at the fluency in which Kara read the passages. Kara read at a steady
rate throughout all of the passages. She did begin to get stuck on words in the 6 th grade
passage, but was usually able to sound it out. She did not show much expression in her
intonation. I noticed that she read below the average reading rate for her grade. The 2nd grade
average reading rate is 90-120 words per minute. She got 82.4 WPM on the 4th grade passage,
60.4 WPM on the 5th grade passage, and 62 WPM on the 6th grade passage. However, one must
consider that these passages were above her grade level. I was surprised that she read more
words per minute of the 6th grade passage than the 5th grade passage. One important thing that
I noticed was her frustration. Even though she was on an independent, or instructional reading
level. I could tell that she was tired and frustrated after reading the 5th grade passage. I think
that she was reading word to word which would account for the slow pace and lack of
comprehension.
literacy that I never thought about before. For example, there were several times where I
wasnt sure whether to mark a word correct or incorrect based on pronunciation. As an ELL, I
knew that she could have meant a word but just pronounced it differently. Another big thing I
took away from this experience is that there is a lot more to reading than accuracy. Kara is
known as one of the most advanced kids in the class but I think that it would still be best for her
to read 2nd grade level books. I think that she will develop a love for reading if she can enjoy,