Week 9 Assingment #3 Compare and Contrast DIBELS & QRI5

Assignment# 3 Compare and Contrast QRI5 and 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.

 QRI-5 is Qualitative Reading Inventory 5 edition, is used as an individually administered informally reading inventory that provides information about (1) conditions under which students can identify words and comprehend text successfully and (2) conditions that appear to result in unsuccessful word identification or comprehension. The inventory is a list of vocabulary words or grade leveled words and passages for students to read aloud or silently. QRI-5 is used to shape a student’s reading level by tailoring the reading habits to meet grade level standards. This intervention program begins in grade 1- elementary and goes up to high school. QRI-5 gives teacher multiple ways to assess students reading level and deficiencies. Teachers are able to create reading groups. This grouping allows the teacher to place students with their peers for guided reading, small group instruction, and independent reading. Inventoried books and text match levels in which the student is able to read.

 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.

 DIBELS stands for Dynamic Indicators of Basic Early Literacy Skill designed for students in grades K-6 but now extended to 8th grade. My preliminary understanding is that DIBELS is intervention formative assessment tools used to identify students who are in need of instructional literacy support toward long-term goals. DIBELS are measures that help teachers and schools determine how students are performing on important reading skills. It is not the type of assessment used to determine if a student has mastered a grade level skill or concept. Instead, it serves as an intervention tool that measures whether or learning the concepts and measures if the student is making gains toward the long-term goal.

 DIBELS allow more flexibility and can be administered as often as once each week. The goal is recognizing initial sounds (phonemic awareness), naming the letters of the alphabet (alphabetic principle), segmenting words into phonemes (phonemic awareness), reading nonsense words (alphabetic principle), oral reading of a passage (accuracy and fluency), retelling (comprehension), and word use (vocabulary). The student is given a text to read to measure fluency performance one minute is enough time to test fluency performance. During this assessment, the teacher uses a DIBELS form while students read the number of errors is counted and recorded. Then the total numbers of errors are subtracted from the words the students were able to read correctly any words the student hesitates to read or misses is considered an error and marked on the tool. The teacher then counts and record the total number of errors. Subtract the errors from the total and record the words read correctly. The formula used to calculate accuracy is the median number of words read correctly divided by the median number of correct words plus incorrect words (or total words read), times 100.

Week 9 Assignment#3 Part 2 Compare and Contrast DIBELS & QRI5 Venn Diagram

https://drive.google.com/file/d/0BzpLrudijWAZMGpZUDljQXZTbFlHN3kzVzdKNnlGYkRGcmdZ/view?usp=sharing