QRI+Administration+&+Student+Profile

//"We grow because we struggle, we learn and overcome. // " **-//-//** **Allen, R. C. **


 * WORD IDENTIFICATION: **
 * Grade || 6 || upper middle || high school ||
 * Level / % Automatic || Independent/90% || Instructional/70% || Frustration/65% ||
 * Level / % Total || Independent/100% || Instructional/85% || Instructional/80% ||

Because Francesca scored at an independent level on the Grade 6 word list, I administered the QRI 5 passages for upper middle level and high school level. For the upper middle level passage, I chose "Life Cycle of Stars"; since it is expository material, I directed the student to read the passage silently. I chose a narrative passage for the high school level, "Where the Ashes Are", and the student read the passage orally.


 * READING PASSAGES: **


 * Grade || upper middle || high school ||
 * % Total Accuracy || 87% || 70% ||
 * % Total Acceptability || 91% || 79% ||
 * % Comprehension || 40% || n/a * per Leslie & Caldwell, testing of comprehension at the high school level should always be done with look-backs. ||
 * % Comprehension with Look-Backs || 60% || 50% ||

Rate WCPM: 150
 * Repeated Reading Fluency Rate: **

Francesca is solidly at the upper middle instructional level and is clearly moving into the high school instructional level. I was surprised that her comprehension rates were not higher based on my work with her so far; however, Francesca expressed that these exercises felt like "just like school when it's boring" and did not find the passages particularly interesting. School-required text is not always fascinating, and I plan to work with Cessica on her note-taking and skimming skills so that she will have tools to comprehend difficult text. I chose O.Henry's //The Gift of the Magi// as the repeated reading passage because Cessica was familiar with the story and liked it. Her errors were with unfamiliar words like "vestibule" and "parsimony" and so, as I expected, her rate increased with each subsequent reading. Her fluency rate meets the end of eighth grade norm, and she reads quickly, with expression. I would like to see her reach to independent levels at the upper middle level so that she can receive the full benefit of high school instruction and not fall behind. I hope that with continued reading practice and use of the strategies we are working on in our tutoring sessions, Francesca will keep pace in high school.