Assignment#
3 Compare and Contrast QRI5 and
DIBELS (This
assignment would also fulfill the requirement for one of the major project,
DIBELS).
- Summarize each assessment battery tool.
- Describe the similarities and differences of both assessments.
- Describe how they can be used (in the classrooms or as a
standardized tool) for instructional planning and decisions.
Summarize
QRI-5- The Qualitative Reading Inventory-5 is an
individually administered informal reading inventory (IRI) designed to provide
information about (1) conditions under which students can identify words and
comprehend text successfully and (2) conditions that appear to results in unsuccessful
word identification or comprehension.
The QRI-5 provides...
-Graded word lists and numerous
passages designed to assess the oral and silent reading and listening ability
of students from the pre-primer 1 through the high school levels.
-Number of assessment options-results
can be used to estimate students’ reading levels, to group students for guided
reading sessions, or to choose appropriate books for literacy circles, reading
workshops, and independent reading.
-Information for designing and
evaluating intervention instruction.
-Can be used to document student
growth.
The QRI-5 does not provide comparative data (does not
compare an individual’s score that is evaluated in terms of the score of the
norm group). The QRI-5 is not a standardized instrument (standardized
instrument-are administered identically for all students). QRI-5 use
traditional percentages to determine independent, instructional, and
frustration levels, students scores are interpreted only in regard to the
individual and not to any norm group.
Dynamic Indicators
of Basic Early Literacy Skills (DIBELS)
DIBELS is a set of
procedures and measures for assessing early literacy skills from K-6. They are
designed to be short fluency measures used to regularly monitor the development
of early literacy and early reading skills. DIBELS consist of 7 measures to
function as indicators of phonemic awareness, alphabetic principle, accuracy
and fluency with connected text, reading comprehension, and vocabulary. The
theory behind DIBELS is that giving primary school students a number of quick
tests, educators will have the data to identify students who need additional
assistance and monitor the effectiveness of intervention strategies. Early
identification and intervention are essential for helping at risk students or
students with reading difficulties.
COMPARE: Similarities
and Differences
Similarities
Determines students
strengths and weaknesses in reading fluency, vocabulary, and comprehension
Used to identify
reading levels and determine the accurate level of text for each student
Provides information
for designing and evaluating intervention instruction
Differences
QRI-5 offers assessment materials K-12
DIBELS offers assessment materials K-6
DIBELS assesses issues such as phonemic awareness, alphabetic principle, accuracy
and fluency, vocabulary, and comprehension.
QRI-5 has word lists, concept questions, miscue analysis, retelling, and
comprehension questions. Does not identify is the student is having trouble
with phonics or phonemes.
DIBELS-Short one minute tests
QRI-5 is not a standardized
instrument (standardized instrument-are administered identically for all
students).
DIBELS rates students as At-Risk, Some-Risk and Low Risk for beginning of the
year assessments and deficient, emerging and established during the middle and
end of the year.
QRI-5 rates students according to their reading level: independent,
instructional, and frustrated.
Classroom
Both assessments can be used to determine a student’s
reading level and provide information for intervention. DIBELS can be used to
identify areas of weakness within an individual student’s fluency, whether it is
in phonological or phonemic awareness. Both assessments can be used to document
student’s growth. Early identification and intervention using either assessment
is essential for helping at risk
students or students with reading difficulties.
