Measuring Reading Progress

As teachers, we use a many pieces of data to determine the literacy needs of each student. We use data to drive our instruction, so that every student is moving forward. Some assessments are informal, like observation, discussion, interviews, and classroom work. Other assessments are formal: Running Records, QRI’s, dictation, writing assessments, spelling inventories and CSAP’s to name a few. While most assessing is done by teachers on a daily basis, some assessments are required by the district to be administered three times during the year. Two such tests are QRI’s and Benchmark Books.

QRI’s (Quantitative Reading Inventories)

QRI’s are required for district data collection. QRI results are used by the district to compare literacy programs and track reading achievement. Administering these tests also gives the teacher a wide range of information about how a student reads, including:

Strategies used to decode unknown words
Reading comprehension
Words that are omitted or repeated
Number of self-corrections or re-reads (signs of careful reading)
Fluency and reading pace
Ability to connect to the text

The QRI format is a reading selection without pictures. Students read out loud and teachers take notes about their reading behaviors. Following reading, questions are asked to check understanding. Students who are not meeting the QRI grade level standard may need some additional support in literacy. While the QRI provides strong evidence, many types of information are used to formulate literacy goals for students.

End of Year QRI Targets

First Grade – Level 1
Second Grade – Level 2
Third Grade – Level 4
Fourth Grade – Level 5
Fifth Grade - Level 6

Similar to QRI’s, Benchmark Books are used to assess student reading levels. The same process is used to determine a student’s instructional reading level. Benchmark Books are used primarily with students in grades K-2, and are actual books with illustrations to assist with reading. An alphabetical system is used to identify the level of text difficulty. Books that are leveled “A” have only a few simple words on each page. The pictures usually help to create meaning and the text is often repetitive. Books continue to get harder as you progress through the alphabet. A book leveled “N” has many words on each page, no pictures, and complicated story development. The text is more difficult to read and the topics more difficult to understand.

End of Year Benchmark Targets

Kindergarten – Level B
First Grade – Level I
Second Grade – Level M
Third Grade – Level O
Fourth and Fifth Grades are measured by QRI’s