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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

reading a 6th grade passage at an independent level.

I also studied her comprehension of the passages by asking comprehension questions. It

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.

I enjoyed the experience of administering the QRI. It made me aware of aspects of

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,

comprehend, and read a story with fluency.

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