Knowing exactly where your students are academically is important and the Qualitative Reading Inventory-4 (QRI-4) is an assessment available to give you that information. It assesses reading abilities from emergent through high school level. Each grade level contains narrative and expository passages. Giving the QRI-4 is done on a one-to-one basis and testing may be scheduled across several days. Teachers administering the assessment need to make sure they follow the correct steps.

Identify a starting point for passage administration by having the students read the words from the word lists. Stop when the child reaches the independent level word list and scores 90 percent to 100 percent.

Choose the initial passage that corresponds to the highest independent level the child attained on the word identification list. Have the child begin reading, recording as they read any miscues to determine the total word accuracy. Count the number of miscues and record it on the Student Record Sheet.

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Administer the prior knowledge task for a passage before the child reads each passage. The test should be scored as soon as possible after testing. It does not need to be scored before moving on to the next section.

Administer the passage reading tasks. Score the oral reading accuracy and responses to comprehension questions right away so the person administering the test knows what additional passages to administer.

Tally all errors made while the child orally reads each passage.

Stop administering the test once the child's highest oral reading level has been attained.

Record all data on the Student Profile Sheet.

Things Needed

  • Copies of student profile sheets
  • Copies of the examiner coding and scoring sheets for the word lists
  • Copies of the examiner coding and scoring sheets for the passages
  • Copies of the word identification lists
  • Copies of passages to be read
  • Tape recorder
  • Clipboard
  • Pencils

About the Author

Lori Furgerson began writing for an educational company in 2005. She was a classroom teacher for 12 years and became a national literacy consultant, traveling the country to work with state departments, school districts and at the school level to improve literacy instruction. She holds a Bachelor of Arts in liberal studies from California State University at Northridge.