Week 5- Assignments 1-4

While administering the QRI assessment on Mary, I noticed that Mary correctly identified 18 of the 20 words on the level one word list. This led me to conclude that she the first word list is at her independent level. However, when reading the level two word list, Mary had a harder time. She made 3 mistakes and read 17 of the 20 words correctly. This gives her an accuracy rate of 85%, making it somewhere in between instructional and frustration level. The level 3 word list was much harder for Mary, it’s clearly at her frustration level.  After assessing Mary’s word identification level, the examiner completes a comprehensive assessment with an expository passage which is on level 2.

Part 1- Assessment of Prior knowledge- Mary scores a 2/9 on this because she was only able to answer 1 of the 3 questions asked. Since Mary knows almost nothing about the topic she was about to read about she probably won’t have the easiest time understanding.

Part 2- Oral Reading Miscue Analysis- out of the 98 words Mary made 11 errors, giving her a 95% on accuracy indicating that she reads at the instructional level of a 2^nd grader. She got 45 WPM, which is on the lower side of the spectrum for a second grader.

Part 3- Assessment of comprehension through unaided recall- Since Mary left out many details while recalling the story, we can deduce that she understood the main idea of the passage, yet left out important details.

Since Mary was at the last quarter of 3^rd grade and reading at 2^nd grade instructional level, the implications of the analysis lead me to conclude that Mary would benefit from a lot of practice in reading to improve fluency. I would also spend time teaching her decoding strategies. another thing I would focus on is teaching her how to identify key details in a story as she goes along so that she can remember it when she reaches the end of the story. Comprehension strategies should also be a focus.