Week 5: Administering QRI-5
Level 1- independent level
Level 2- instructional level
Level 3- frustration level
Mary is on the instructional level of second grade. Her reading is clearly different in each of the levels. I found it interesting to see the differences and the change as Mary read each word list. In the first level word list Mary was reading with a 90% accuracy. She got stuck by only 2 words and read the rest with ease. This proved her proficiency in the level 1 reading. The next word list was more challenging as there were more words that Mary could not read but the majority was read with fluency. It was clear to see from Mary's reading on level 3 that it was just too hard for her. She could not pronounce the blends and skipped many words.
I think that Mary has many strengths in reading with a few weaknesses. She was reading with confidence and ability till she reached a hard word. Since the examiner told her she can just skip what she does not know she began skipping the words more freely. I feel that even on level 2, had Mary been pushed to decipher the words she would have left out less. Nonetheless, her needs are in areas of fluency and recognizing more complex blends. With these skills Mary can easily recognize harder words and read with ease.
Level 2- instructional level
Level 3- frustration level
Mary is on the instructional level of second grade. Her reading is clearly different in each of the levels. I found it interesting to see the differences and the change as Mary read each word list. In the first level word list Mary was reading with a 90% accuracy. She got stuck by only 2 words and read the rest with ease. This proved her proficiency in the level 1 reading. The next word list was more challenging as there were more words that Mary could not read but the majority was read with fluency. It was clear to see from Mary's reading on level 3 that it was just too hard for her. She could not pronounce the blends and skipped many words.
I think that Mary has many strengths in reading with a few weaknesses. She was reading with confidence and ability till she reached a hard word. Since the examiner told her she can just skip what she does not know she began skipping the words more freely. I feel that even on level 2, had Mary been pushed to decipher the words she would have left out less. Nonetheless, her needs are in areas of fluency and recognizing more complex blends. With these skills Mary can easily recognize harder words and read with ease.
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