Jennifer Hunt QRI Analysis October 13, 2017

When it came to Word Recognition in Isolation Allie was extremely confident

in her ability to read those words. Allie was reading through the words so quickly
and rapidly that I could not even keep up. I had to wait until the end of the list to
even check that she had automatically identified all the words because making those
check marks was causing me to fall behind. I would have been concerned that she
was reading the words too quickly without really reading them, but she made it
through pre-primer and primer before she had her first and only missed word. Allie
was confident in her ability to read the words and it showed. One pattern I noticed
were the words thought and though. The word thought, on the first grade list,
was Allies only missed word in the entire assessment. She instead said though,
which is a word she only identified, which is on the second grade list. Due to the low
number of words not identified automatically I am wondering if there is a
connection between these two words. Allie may not understand the -t at the end of
thought and she may have been confused when she saw the same word again on
the next list. Because Allie never reached frustration level I would continue this
assessment with the fifth and sixth grade word lists.

When it comes to oral reading accuracy Allie makes three main mistakes,
meaning, omission and self-correcting. Allie was fairy decent at recognizing her
mistakes. She would begin to read on for about two to three words before she would
pause and look back to where she messed up. Then she would sit quietly for a
second before self-correcting her mistake. She made two of these self-correction
errors on omitting and one adding a word. Both mistakes did make sense meaning
wise but when Allie heard herself read the sentence out loud she recognized that
something sounded wrong. A pattern that I noticed particularly in the fourth grade
passage was the addition of letters. Two main examples were the words growing
and friend. Instead of those two words Allie said growling and friends. I believe
she was simply reading too fast and added an extra letter to the word, which still
made sense in the context of the passage. Overall I think I would work with Allie on
reading a bit slower to allow her to fully read all the words in the passage. A
majority of the mistakes that she made could stem from reading too fast and not
reading the entire word in the passage.

Across all three reading passages Allie maintained the same comprehension
score of 83.33%. While I thought that this was a great score it represents a
frustration level. Allie did at least answer every question with a legitimate response,
instead of saying I dont know. While her answers were basic she did give a very
general response that was still considered correct. Something that we could work on
during individual conferences or mini-lessons is the idea of giving more detail to
comprehension questions. For example on the fourth grade passages her response
to the first question of, who are the characters in this story? Her response was that
there were two dogs and one cat. The recommended answer was an old dog, young
dog, and cat. Allie did answer the question, but in very basic terms therefore we can
work on adding more detail. Compared to her word recognitions I feel as if Allie has
accurate word recall, however she does not comprehend what she is reading.
Comprehension is the one aspect of literacy that I believe Allie needs the most
scaffolding and support.

The expected third grade fluency rate is 100-140. On the third grade passage
Allie scored a 95 fluency rate, fourth grade was 111 and fifth grade was 126. Allie is
reading within the expected third grade fluency rates for two of the three passages
she was assessed on. The two passages in which she is reading at the expected rate
are above her current grade, third. This makes me think that her first reading, the
third grade passage, is not as accurate. She is not far off of the lowest target score of
100 with a rate of 95 on the third grade passage. I have noticed that Allie is not a
morning person; it always takes her a few minutes to actually wake up enough to be
ready for the school day. Because I pulled Allie over to work with me as soon as she
walked through the door she was most likely really tired for the first passage, which
may explain the lower score. Her reading fluency improved consistently with each
reading, which shows she was gaining confidence as I continued to assess her. One
thing I would work with Allie on when it comes to fluency is not her reading rate,
but her expression. She reads is a quiet monotone voice without much expression,
like a robot. I would work with Allie on reading with more expression, which may
make her fluency rate decrease as she will actually pause and read less like a robot.

Administering the QRI was not too difficult for me. The only main problem I
came across was timing the reading. For the first two passages I forgot to stop the
timer. The first reading passage I had already asked the first question for
comprehension before I even realized that the timer was still running. Therefore I
analyzed the fluency rate as the time stated, however I know that Allie most likely
finished faster than the data shows because I messed up on the timer. Then the
second reading passage I forgot for about three seconds before Allie asked if I was
going to stop the timer this time. Therefore while the data for the second passage is
off it is closer to the actual time that the first reading data. I may have also missed
some errors during the running records because she read so quietly during the
three readings. I had to actually lean across the table a bit closer to Allie to even hear
her. Therefore I could have missed some errors that she made while she was
reading, which would effect the final data.