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eText: 
ISBN-10 0137028571ISBN-13 9780137028573
Print: 
ISBN-10 0-13-701923-8ISBN-13 978-0-13-701923-6
Author(s): Lauren Leslie; JoAnne Schudt Caldwell
Publisher: Allyn & Bacon
Copyright year: © 2011 Pages: 512
Description

The QRI-5 has long led the field in offering students and teachers alike a reliable and easy-to-use informal assessment instrument. This Fifth Edition continues to emphasize authentic assessment of children’s reading abilities, from the most emergent readers to advanced readers.

One of the keys to the success of the QRI-5 is that it contains narrative and expository passages at each pre-primer through high school level. All are self-contained selections highly representative of the structure and topic of materials found in basal readers and content-area textbooks. This new edition includes new narrative texts that are even easier than the pre-premier passages previously included. At the same time, it provides graded word lists and numerous passages designed to assess the oral reading, silent reading, or listening comprehension of a student as well as questions to assess prior knowledge. Instructors can measure comprehension by retelling passages, using implicit and explicit questions, and using other devices.

Although the QRI-5 remains an informal assessment instrument, highly respected scholars and researchers Lauren Leslie and JoAnne Caldwell conducted an extensive piloting of the new materials with approximately 168 first and second grade students.  This comprehensive inventory is designed for students in graduate education courses, reading-assessment specialists, and school district personnel who offer in-service work in reading assessment or who are involved in designing assessment procedures for a school or district.  Whereas the administration of standardized tests remains identical across all students, the QRI-5 provides a number of diagnostic options that serve a variety of purposes, including identifying reading levels to match students to appropriate materials, verifying a suspected reading problem, determining reader strengths and needs, and suggesting directions for intervention instruction.

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