Qualitative Reading Inventory-3

Leslie, Lauren, Caldwell, JoAnne. (2001). Qualitative Reading Inventory-3. New York, NY: Longman

Overview

This book contains leveled word lists and passages to assess students in reading development and comprehension. There are directions and examples for administering a reading inventory at different grade levels. Included are suggestions for miscue analysis, comprehension questions, and guides to assess background knowledge for each passage.

Several things set this book apart from many other reading inventories. One is that it has a very wide range of leveled passages from pre-primer to high school. In addition, each level has a selection of narrative and expository passages, which can often make a big difference in student comprehension levels. At the primary level passages are offered with, and without, accompanying illustrations to help assess dependence on picture cues.

The writers themselves recommend QRI-3 mostly for experienced teachers and reading specialists who have a good amount of technical expertise in reading development and diagnostic tests. However, in my opinion, the knowledge gained through LITC 524 and similar courses, is sufficient to allow the reader to use this book effectively.

Essential Beliefs

· Assessment should be backed by research

· Students move through many stages as they acquire reading proficiency.

· Background knowledge of a subject can greatly influence a student’s reading fluency level and comprehension.

· Narrative and expository texts can influence student comprehension depending on the student’s familiarity with their different structures.

· Miscue analysis offers excellent insight into a student’s reading development

Golden lines

“Reading disability was once defined as the discrepancy between reading level and a student’s potential as indicated by IQ, but this definition has been seriously questioned. It is more valid to define reading disability as a serious discrepancy between the chronological grade level of the student and the level at which a student can read familiar narrative material.”

“Because students’ knowledge has such a powerful effect on comprehension, it is important to determine whether the selection read by the student contains familiar or unfamiliar concepts.”

“Before beginning the testing, the examiner should strive to put the student at ease.”