1. Determining Areas of Strength and Areas in Need of Intervention
1.1. It may be necessary to determine more than one reading level for a student.
1.1.1. Students may have different strengths and areas of need based on the variety in levels (text structure, background knowledge, reading mode, type of comprehension questions)
1.2. QRI-6 also has the administrator ask and answer a set of questions about a student's needs and strengths
2. Documentation of Growth
2.1. To determine growth, the QRI-6 should be used to determine a change in the student's instructional reading level.
2.2. Both the pre-test and post-test must come from the same genre.
2.3. Do not assume that successes in one area of study will translate to another area of study.
3. Identification of a Student's Reading Level
3.1. How?
3.1.1. Reader miscues and the number of questions answered correctly
3.2. Types
3.2.1. Independent Level
3.2.1.1. 98% Oral reading accuracy and 90% Comprehension
3.2.1.2. Students at this level can read successfully without assistance.
3.2.1.3. Oral reading is fluent
3.2.1.4. This material is used for free-reading pleasure or independent tasks.
3.2.2. Instructional Level
3.2.2.1. 90-97% Oral reading accuracy and 70-88% Comprehension
3.2.2.2. Students at this level can read with assistance from a teacher.
3.2.2.3. Oral reading may be less fluent; however, it retains some sense of rhythm and expression.
3.2.2.4. This level can be used to determine the severity of a reading problem when compared with the discrepancy between their reading level and grade level.
3.2.3. Frustration Level
3.2.3.1. < 90% Oral reading accuracy and < 70% comprehension
3.2.3.2. Students at this level are unable to read the material with adequate word identification or comprehension.
3.2.3.3. Oral reading lacks fluency and expression.
3.3. Variety in Level
3.3.1. What Impacts a variety in reading level?
3.3.1.1. Student's background knowledge
3.3.1.2. Text Structure
3.3.1.3. Reading Mode
3.3.1.4. Type of questions posed