Qualitative Reading Inventory-6, with Enhanced Pearson Etext -- Access Card Package - (What's New in Literacy) 6th Edition (Mixed Media Product)
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<p/><br></br><p><b> Book Synopsis </b></p></br></br><b></b> The market leading resource in the field, the <i>QRI-6</i> provides a reliable, easy-to-use informal assessment instrument, with an emphasis on authentic assessment of student's reading abilities--from the earliest emergent readers to advanced readers</p> </p> <b>KEY TOPICS: </b> Reading, Assessment, Education, Common Core State Standards, prosody, inferential comprehension, informal reading inventory, reading difficulties</p> </p> <b>MARKET: </b> For students in graduate education courses, reading specialists, and school district personnel who offer in-service work in reading assessment or who are involved in designing assessment procedures for a school or district</p><p/><br></br><p><b> From the Back Cover </b></p></br></br><b>A new edition of the market-leading, reliable, and easy-to-use informal assessment instrument</b>.</p> The <i>QRI-6</i> continues to emphasize the authentic assessment of children's reading abilities-from the earliest emergent readers to advanced readers. This popular resource provides graded word lists and numerous passages designed to assess a student's oral reading accuracy, rate of reading, and comprehension of passage read orally and silently. Several unique features set it apart from other resources in the field, including narrative and expository passages at each level from pre-primer through high school, as well as all self-contained selections highly representative of the structure and topics of materials found in basal readers and content-area textbooks. For example, passages at the pre-primer through second grade levels are presented with pictures, and maps and illustrations are part of the expository selections at fourth grade through high school levels. </p> </p> The QRI-6 measures comprehension in several ways that allow an examiner to label a passage as familiar or unfamiliar to each student: by analyzing the student's retelling or summarization; by looking at the student's answers to explicit and implicit comprehension questions; through the answers to complex inference questions recommended by the Common Core State Standards; through the use of look-backs, which separate what readers remember from what they comprehend; and through the use of think-alouds at the sixth grade level and above to analyze the student's thoughts during reading. These measurement tools presented in the QRI-6 contribute to its widespread popularity as a superb informal reading inventory. </p> <b> </b></p> <b>Invigorate learning with the Enhanced Pearson eText</b><br>The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with the following multimedia features: </p> <ul> <li> <i><b><i>Embedded videos</i>.</b></i> Video clips demonstrate the administrative procedures of the <i>QRI-6.</i> </li> <li> <b><i>Audio clips. </i></b>Audio recordings of reading passages provide opportunities to practice scoring oral reading miscues, retelling, and comprehension. </li> <li> <b><i>Forms and Figures. </i></b>Forms and Figures are readily accessible, including scored think-alouds and figures that can be printed for use in administration and scoring. </li> <li><i>More detailed information about Video clips, Audio clips, and other resources can be found on p. vii of the QRI-6.</i></li> </ul><p/><br></br><p><b> About the Author </b></p></br></br><b>Lauren Leslie</b> is Professor Emerita at Marquette University where she directed the Hartman Literacy and Learning Center for over a decade. In addition to the Qualitative Reading Inventory she has published two other books with JoAnne Caldwell, both published by Pearson: The Content Area Reading Assessment: A formative measure of the Common Core State Standards (Pearson, 2015), and Intervention Strategies to Follow an Informal Reading Inventory: <i>So what should we do now?</i> (Pearson, 2013). She has published over 20 research articles and received (with Linda Allen) the Albert J. Harris Research Award from the International Reading Association in 2001. She also received the Bielefeld Award for Professional Achievement in teaching, research, and mentoring of women faculty and students at Marquette University in 2006. </p> </p> <b>JoAnne Schudt Caldwell </b>is currently Professor Emerita at Cardinal Stritch University. She is co-author of Content Area Reading Assessment: A Formative Measure of the Common Core State Standards, Intervention Strategies to Follow Informal Reading Assessment; So What Do I Do Now? and Reading Problems: Assessment and Teaching Strategies. She is the author of <i>Reading Assessment: A Primer for Teachers in the Common Core Era and Comprehension Assessment: A Classroom Guide</i>. She received her PhD from Marquette University and in 2005 received an Achievement Award from that institution.</p>
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