The QRI-4 is an informal assessment instrument that is designed to assess the oral reading, silent reading, or listening comprehension of a student. This comprehensive inventory is widely used at the school district level for its focus on assessment of specific questions regarding word identification, fluency, and comprehension. In addition, it also provides suggestions for intervention instruction, procedures for assessment of strategic reading, and inclusion of results in classroom portfolios.
$79.95 for book
Access and Use
Keenan, J. M., Betjemann, R. S., & Olson, R. K. (2008). Reading Comprehension Tests Vary in the Skills They Assess: Differential Dependence on Decoding and Oral Comprehension. Scientific Studies of Reading, 12(3), 281–300. https://eric.ed.gov/?q=Reading+Comprehension+Tests+Vary+in+the+Skills+T…
Menon, S., & Hiebert, E. H. (2005). A Comparison of First Graders’ Reading With Little Books or Literature-Based Basal Anthologies. Reading Research Quarterly, 40(1), 12–38. https://eric.ed.gov/?q=A+Comparison+of+First+Graders’+Reading+With+Little+Books+or+Literature-Based+Basal+Anthologies.+&id=EJ684352
Verhofstadt, L. L., Buysse, A., Rosseel, Y., & Peene, O. J. (2006). Confirming the Three-Factor Structure of the Quality of Relationships Inventory within Couples. Psychological Assessment, 18(1), 15–21. https://eric.ed.gov/?q=Confirming+the+Three-Factor+Structure+of+the+Qua…
Dennis, D. V. (2013). Heterogeneity or Homogeneity: What Assessment Data Reveal About Struggling Adolescent Readers. Journal of Literacy Research, 45(1), 3–21. https://doi.org/10.1177/1086296X12468431