Course: C&T 842: Supporting Striving Readers: Adolescent through Adult

Title: QRI Summary Final Paper

In C&T 842: Supporting Striving Readers: Adolescent through Adult, I collected and analyzed data from the activities my tutee engaged with during our tutoring sessions. Then, I wrote a final paper summarizing the results of my tutee’s reading performance. The title of my final paper is, “QRI Summary Final Paper.” QRI stands for Qualitative Reading Inventory.

In C&T 842: Supporting Striving Readers: Adolescent through Adult, we studied the principles and procedures for identifying and remediating reading difficulties through intervention to help scholars improve in their reading and writing abilities. This course was helpful because I was able to gather resources, such as the QRI Word Lists and Narrative and Expository Passages to measure learner’s comprehension, fluency, and measure how many words can be read correctly (Caldwell & Leslie, 2013). Each assessment, word list and passage, was divided into separate grade levels so the evaluator could have a better understanding of scholars’ reading level based on grade level.

Learning Outcome 1D focuses on analyzing a variety of assessments to inform instruction, monitor progress, and/or support and improve learning. My final tutoring report discusses the resources I used with my tutee, as well as the assessments I used with my tutee to gather data on sight words, comprehension, and fluency. I analyzed the data I gathered from the assessments to plan for the one-on-one reading and writing lessons for my tutee. Another resource I used to keep track of the tutoring sessions and what reading skills were being focused on during each lesson was the Tutoring Trends Tracker document and my lessons plans document. The Tutoring Trends Tracker shows the days I tutored, how long I tutored my tutee for, what we focused on, and the percentage of the skills we focused on during each session. My lesson plans document contains links to all of google slide lessons I planned and implemented with my tutee. Both were used to monitor her progress and document which skill and how much of that skill needs to be focused on during each tutoring session to improve her reading skills.

This tutoring experience taught me new resources I could use to identify my scholars’ reading level and what methods I could use to address and meet their needs. For example, my tutee needed support with comprehension. So, with the guidance of Leslie and Caldwell (2013), I incorporated certain graphic organizers or questions to help my tutee actively construct her knowledge before, during, and after reading a text. They were useful for my tutee because they helped her organize her thoughts and stay focused on the text. What I appreciate about these resources is that they can be used and applied in any grade and subject area.

Unfortunately, I have not used these assessments with the rest of my scholars because this year I have been using other recommended assessments from the new literacy curriculum used in my school to inform and guide my instruction. But I have been able to use some of the resources, such as graphic organizers and anchor charts, from Caldwell and Leslie (2013). They have been very helpful for myself and my scholars. The anchor charts, such as the Question Stems from figure 11.1 on page 220 from Caldwell and Leslie provide different levels or options of question stems that I have used to help my scholars articulate their thoughts or think deeply about the text they are reading. I have also used the Expository Expectation Grid which has helped organize some of my scholars’ thoughts so they can then have an easier time retelling what they read or understood. The graphic organizers and anchor charts have been very helpful and I plan on continuing to use them with my scholars. As for the assessments, if ever I need more in-depth measure of my scholars’ sight words recognition, reading comprehension, and reading fluency, then I will be able to reach back and use the QRI Word Lists and Narrative and Expository Passages.

References

Caldwell, J.S & Leslie, L. (2013). Intervention strategies to follow informal reading inventory assessment (3^rd ed.). Boston, MA: Pearson