Click or Clunk QRI 7-Sec 6-10 RED 4519 PDF

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Sara Baldwin RED 4519 Dr. Williams 2-13-22 Click or Clunk- QRI 7 Sections 6,7,9,10 Sections 6-7, Click These sections continue to explain how to administer the QRI for various purposes, focusing specifically on certain ones. Section 6 focuses on word identification, automaticity, and prosody. This includes identifying and scoring oral miscues, analyzing oral miscues, and evaluating automaticity and prosody. The text goes into detail about the 4 types of miscues (substitution, omission, insertion, and reversal) and gives an example of these different types on miscues, and how they would be identified and scored. What I found most interesting here is the chart in figure 6.1 (p 49). I thought this was a very helpful tool because not only does it give show the type of miscue, but it shows the reader behavior behind it and gives an example to support that. For example, miscue: substitution; reader behavior: reader replaces word; example: Fox wanted to plant a garden. Fox went to plant a garden. As a future teacher, this visual model is helpful in my understanding of how to identify and analyze a miscue. In section 7, we see a focus on general procedures, determining reading levels, and it goes in depth into retelling as well. The text goes over explicit and implicit questions in regard to how they are scored and used to determine the reading level. As for retelling, we see how that is scored and some examples in narrative and expository text, as well using lookbacks in upper middle and high school. I think what stood out to me the most in this section is the chart that shows the guidelines for determining reading level (p 61)l. As I looked through the chart and made note of the number of correct questions at each different level, I connected it back to the online reading assignment we did 2 weeks ago, with the examiner copy of a passage with comprehension questions. After reading this part of the section, I felt that concept “click” more because the chart was helpful in understanding how scoring that would help determine the reading level. Section 9, Click This section focuses on recording, analyzing, and using the results of QRI-7. This includes using the Student Summary Form to select materials and instructional strategies for intervention

instruction. It also explains how to use QRI-7 to assess and monitor growth and progress. Section 9 emphasizes the two main purposes of the QRI 7 by reviewing them. “There are two overall purposes of the QRI-7: Identification of an instructional reading level and identification of the strengths and weaknesses of the reader.” (p 79) The text goes into detail about word lists and passages and how they are used to accomplish these purposes. I thought this review was not only helpful, but necessary. In order to understand how to record, analyze, and use the results of the QRI 7, it is crucial to have a good understanding of the main purposes. Section 10, Click This section focuses on the QRI 7 test materials, which include word lists and level-diagnostic passages. Section 10 includes word lists and reading by analogy lists for both readers at every level and examiners. It also includes the appropriate level reading passages for pre-primer through high school. I learned a lot from this section by simply skimming through the word and analogy lists, as well as the passages and examiner copies. When looking through the examiner copies, I noted that it had a number next to possible answers, in parentheses, after each question. The numbers were 1, 2, 3. I am not sure what this means. I wonder if they are to indicate the scoring level of each answer? I also noticed “FAM” and “UNFAM” under the scoring section of the examiner copies. At first, I wasn’t sure what this meant. After reading through the examiner copy again, I think it is referring to familiar or unfamiliar. I connected these passages and copies back to the online reading assignment from 2 weeks ago. I used a Level 4 passage on my sister as practice and filled out the examiner copy. After reading this section, I feel I understand what I was doing more....