This easy-to-use, best-selling collection of reading materials effectively assesses reading ability at emergent though high school levels. It includes both narrative and expository passages at each grade level, questions to assess prior knowledge, and word lists. Instructors can measure comprehension by retelling passages, implicit and explicit questions, and other devices. Based on the latest reading research and in-line with No Child Left Behind Reading First components, this comprehensive inventory focuses assessment on specific questions regarding word identification, fluency, and comprehension. It also provides suggestions for intervention instruction, procedures for assessment of strategic reading, and inclusion of results in classroom portfolios.
Get even more effectiveness from your QRI results with Caldwell and Leslie’s book Intervention Strategies to Follow Informal Reading Inventory Assessment: So What Do I Do Now? (ISBN: 0205608558 )
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Praised by students and teachers alike as the most reliable and easy-to-use informal assessment instrument on the market!
The Qualitative Reading Inventory-4 continues to emphasize authentic assessment of children’s reading abilities, from the most emergent readers to advanced readers. With expanded coverage of critical areas of assessment, the QRI-4 is a valid research-based measure of reading improvement. Highly respected scholars and researchers Lauren Leslie and JoAnne Caldwell have incorporated the latest reading research, in line with No Child Left Behind Reading First components.
This comprehensive inventory is widely used for its focus on assessment of specific questions regarding word identification, fluency, and comprehension. In addition, it provides suggestions for intervention instruction, procedures for assessment of strategic reading, and inclusion of results in classroom portfolios.
The QRI-4 Continues to Garner Praise:
“The passages have been carefully designed to reflect the material in basal readers and expository texts used in schools. Therefore, the information derived from the QRI will be immediately useful for classroom teachers and reading specialists. There is a valid and reliable connection between the results obtained from the QRI and individualized instruction.”
Peggy Snowden, SUNY — Plattsburgh
“Strengths of the [QRI] include its strong research base, constructed as it were by reading scientists, its history of revision to reflect the growing knowledge base in reading, and its versatility in investigating reading behavior; these aspects distinguish the QRI from its IRI competitors.”
Bruce Murray, Auburn University
What’s New in the QRI-4?
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