QRI 5 Pages 1-36- Dave and Lindsay

更多类似内容

Self Awareness

由Sandhu Mehtaab

NOM-028-STPS-2012

由Ivon Venancio Alvarez

The Cognitive Academic Language Learning Approach(CALLA)

由Jose Juan Morales Renteria

Industrial Control Systems Security

由MariaEs Martinez

QRI 5 Pages 1-36- Dave and Lindsay

4. Uses

Describe Specific Reading Behaviors as a Guide for Intervention Instruction (RTI: Tiers 2 and 3)

What Comprehension Strategies Does the Student Employ While Reading?

Does the Student Effectively Use Look-Backs?

How Does the Student Perform on Familiar and Unfamiliar Text?

Which Modes of Reading Represent a Strength for the Student?

Which Types of Text Can the Student Handle Most Successfully?

Is there a Difference Between a Student's Ability to Identify Words in Isolation and Words in Context?

What Word-Identification Strategies are Used by the Student?

How Automatic Is the Student in Identifying Words?

How Accurate Is the Student in Identifying Words?

Verify a Suspected Problem

With Recall Following Reading

With Ineffective Note Taking

With Silent Reading Comprehension

With Unfamiliar Topics

With Expository Text

Indicate Growth and Monitor Progress: RTI

Determine Reading Level

Estimate Reading Level Through Group Administration and Monitor Classroom Progress (RTI)

Estimate Individual Instructional Reading Level

1. Description

Passages

expository

3rd grade and up test both types of passages

more as you move to older grades

start in pre-primer

science, SS, math

narrative

Word Lists

automaticity

accuracy

speed

Determine the starting point for passage

Informal

3. Information Provided

Questions Regarding the Validity and Reliability of QRI-5

Classification Validity

Construct Validity

Concurrent Validity

Reliability of Diagnostic Judgments

Alternate-Form Reliability

Inter-Scorer Reliability

Documenting Growth and Change

Determining Reader Strengths and Needs

Finding Reading Levels

Level Variety

Frustration Level

Instructional Level

Independent Level

Identifying Reading Levels

2.Research Perspective

Use of an Informal Reading Inventory

Response to Intervention

Passage Leveling

Word Identification

Role of Dialect in Coding Miscues

Knowledge of Letter-Sound Matching

Speed and Automaticity

Comprehension

Think Alouds

Retelling

Questions and Look-Backs

differentiate between memory and passage understanind

Oral and Silent Reading

silent (3rd and up)

oral (2nd and below)

Prior Knowledge

Text Structure

Reading Acquisition: A Developmental Perspective