Monday, April 18, 2011

QRI-5 vs. DIBELS


The Qualitative Reading Inventory-5 can be used to provide appropriate information in
three areas:

1. To identify a student’s instructional level
2. To determine areas of reading in which the student is having difficulty
3. To document growth based on a type of instructional program or intervention

When used to determine a student’s reading levels, the QRI-5 can help find the levels
at which a student can read independently, read with instructional guidance, and read
with frustration. The QRI-5 can also be used to determine if a student’s reading levels are
below his or her chronological grade level, and this goes from K-12.


The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of procedures and measures for assessing the acquisition of early literacy skills from kindergarten through sixth grade. They are designed to be short (60 seconds) fluency measures used to regularly monitor the development of early literacy and early reading skills. These assessments are performed using a computerized handheld device such as a palm or IPod touch.

DIBELS are comprised of seven measures to function as indicators of phonemic awareness, alphabetic principle, accuracy and fluency with connected text, reading comprehension, and vocabulary. The measures that encompass Dibels are Initial Sounds Fluency (ISF), Letter Naming Fluency (LNF), Phoneme Segmentation Fluency (PSF), Nonsense Word Fluency (NWF), Oral Reading Fluency (ORF), Retell Fluency (RTF), and Word Use Fluency (WUF).  DIBELS were designed for use in identifying children experiencing difficulty in acquisition of basic early literacy skills in order to provide support early and prevent the occurrence of later reading difficulties.



QRI-5 vs. Dibels: The first difference between the two is the grade levels in which each assessments aim towards. The QRI-5 offers assessment materials for students in grades K-12, while Dibels is from only K-6. Dibels also has a time limit for each assessment, which 60 seconds. The QRI-5 also has timed assessments but it is not used on all grade levels.

Both the QRI-5 and Dibels be used to identify reading levels and match students to suitable text, verify a suspected reading problem, determine strength and needs of a student, and recommend paths for interventions. The QRI-5 and Dibels are designed to identify students having difficulty in achieving basic literacy skills, however, Dibels is more specific; it assesses issues such as phonemic awareness, alphabetic principle, accuracy and fluency, vocabulary, and comprehension. The QRI-5 is a little different; it has word lists, concept questions (accessing prior knowledge), miscue analysis, retelling, and comprehension questions.

I really enjoyed using the QRI-5. So far I only had the opportunity to practice on my friend’s kid, but I think it is a great assessment tool, and is overall student friendly. However, I feel that the Dibels can be quite challenging for the student and the teacher. I did find some difficultly on the palm with pressing the buttons, so that was a little upsetting; hopefully, when it comes out on the IPod touch that will not be a problem. Also, I can see how it can be frustrating to the student because of the time allowance. Students may feel pressured knowing they only have 60 seconds. In conclusion, I really enjoyed learning how to use and administer both assessments and will certainly use them in the future when I teach.

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