Before administering the passage portion of the Qualitative Reading Inventory (QRI), I

thought it would be appropriate to assess the student's ability to read words in isolation.

Therefore, I administered the QRI word lists to Madison on October 19th, 2022. I was able to

take her out in the hallway to have her read each word list to me during her support study hall.

The entire assessment did not take longer than 10 minutes, and I was able to gain the data that I

needed. This data would help inform me on what leveled passage would be appropriate for her

reading level. Below, I will discuss the information that I have gleaned from each word list

passage and how it will inform my future instruction for Madison.

When scoring the first word list, Madison came up as independent on both the pre-primer

1 and pre primer 2/3 word lists. She scored both a 94% and a 95% on the two lists. On the

second set of lists, she scored an independent level for the primer word list and the first word list.

For the second and third leveled lists, she scored within the independent range as well. On the

fourth and fifth leveled word list, she came up as instructional for both of them as well. Here, I

started to notice that she was making several errors within these two lists, such as eliminating the

suffixes of words and using long vowel sounds instead of short sounds when necessary.

However, I was still able to advance her onto the sixth leveled word list because she did not

score withing the frustration level yet. When administering the sixth list, I noticed that she

paused numerous times throughout the list to decode several words. She only identified 6 words

automatically from the list of 20. She correctly identified three more words for a total of 9 words

correctly read out of 20. Her overall accuracy for this word list was 45%. Therefore, she scored

within the frustration level or below 70%. I decided to discontinue the assessment after this list,

since it was not appropriate for me to continue due to her frustration rating.
 After reviewing the word lists, I knew that I should start her on level 5 passages, since

she scored within the frustration range for level 6 words. I plan to start her on a level 5 narrative

passage because I feel that it is appropriate for me to hear her read a narrative passage out loud

first. This will help me gain a better understanding of how she decodes words and reads with

expression. If she comes up as an instructional level on the narrative passage, I will likely move

her on to an expository passage for more difficulty.

Overall, I chose to initially start Madison on the pre-primer word lists because I felt that

it was appropriate for me to gain a better understanding of how she decodes simpler words first. I

did not want to jump to a word list that I thought was appropriate before hearing her read smaller

words in isolation. This allowed me to glean information on how she decodes smaller words to

help find trends within her reading. In the end, I was expecting her to be able to read farther than

the sixth word list. Hopefully, she will be able to improve her decoding skills when words are

used with context through the use of a passage.