The Qualitative Reading Inventory Word List is an assessment comprised of a list of twenty grade specific vocabulary terms in which a student will be asked to read aloud. As the student reads each word down the list, the teacher will note all words the students read automatically, as well as any words identified after hesitation or decoding took place. Based upon the number of words the student was able to accurately identify, the teacher will have a clear understanding of whether this list falls into the students independent, instructional, or frustration reading level. This assessment allows teachers to assess the accuracy various of grade specific words, the speed and automaticity of their word identification, and determine the appropriate starting point for the narrative and expository reading passages.
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QRI Word List Reflection:
The results of Taaliyah’s word list assessment indicate that she has a very large sight vocabulary. I began administering the assessment with a fourth grade word list for the reason that Taaliyah is a fourth grade student. The results of the fourth grade list emphasized that these words were in her independent level; she identified 18 words automatically with no hesitation, 1 word, adventurer, with a hesitation, and one miscued. Noticing that Taaliyah in total correctly read 19 of the 20 words, 95%, I advanced her to the next list. In the fifth grade level word list, she was able to identify 17 of the 20 words, 85%, automatically without any indecision or uncertainty. Again similar to the fourth grade word list, she had one long hesitation of the word fluent as well as two miscues compared to the one in the last list. After tallying up her total number of correct words for this list, Taaliyah was still in the range of independent with correctly reading 18 of the 20 words or 90%.
I was very impressed with her automaticity in reading the word lists and administered the sixth grade word list. Simply listening her read this word list, the confidence tone that she had in the last word list was not as prominent. She hesitated with a 4 or 5 second pause on 4 different words; however after the pause she was still able to correctly pronounce all 4 words. One word she sounded out loud and after a few attempts on trying to sound it out, simply moved to the next word. In this word list of 20 words, she identified 15, 75%, without thought, 4, 20%, with hesitation meaning that she read 95% or 19 words correctly.
I was very impressed with her automaticity in reading the word lists and administered the sixth grade word list. Simply listening her read this word list, the confidence tone that she had in the last word list was not as prominent. She hesitated with a 4 or 5 second pause on 4 different words; however after the pause she was still able to correctly pronounce all 4 words. One word she sounded out loud and after a few attempts on trying to sound it out, simply moved to the next word. In this word list of 20 words, she identified 15, 75%, without thought, 4, 20%, with hesitation meaning that she read 95% or 19 words correctly.