QRI-5 vs Dibels

Using the Dibels System on the palm pilot was very interesting and at the same time frustrating to use. Because the device was unfamiliar to me, I found it confusing at first. When I finally understood how to use it, I realized how much time it would save me as a teacher.  With a touch of a screen, I can access many different evaluation materials that can be administered and assessed quickly. Data can be stored and charted to evaluate student progress in minutes. This eliminates all paper work that can be cumbersome and inconvenient to keep.  

When comparing the QRI-5 to Dibels, the most obvious difference is the grade levels each system targets. The QRI-5 provides assessment materials for students in grades K-12, while Dibels targets students from K-6. Dibels also has stringent rules on timing for each assessment; one minute. The goal of this timed assessment is to achieve automaticity and fluency in early literacy skills critical for reading comprehension.  The QRI-5 also has timed assessments but it is not used on all grade levels.

The QRI-5 and Dibels both offer a number of investigating options that serve a collection of choices. They can 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. Even though the QRI-5 and Dibels are designed to identify students having difficulty in achieving basic literacy skills, Dibels assesses more in-depth issues pertaining to phonemic awareness, alphabetic principle, accuracy and fluency, vocabulary, and comprehension. 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).  The QRI-5 encompasses word lists, concept questions (accessing prior knowledge), miscue analysis, retelling, and comprehension questions. Although examiners using the QRI-5 will notice phonemic awareness when a student reads the word list, there is not a specific evaluation for that concept.

It is my opinion that Dibels’ assessments are broader in terms of evaluating student difficulties with basic early literacy skills.

Ovservation - QRI-5

At my last observation, I conducted the QRI-5 Assessment and it did not go as well as I had hoped.
The student did not want to cooperate with me. The student is reading at the primer level although he is in the first grade. He did not do well on the reading list, prior knowledge, or comprehension. The teacher and I was very surprised because we know he can read most of the words on the Primer level list. We feel that it was a bad day for him since he said he was tired and did not want to read. I think it is best if I conduct the assessment again this week to get a more accurate analysis of his ability.

Observation update

Here is the interview I conducted for my observation with the cooperating teacher.

• Please describe your ELL teaching experience. My ELL teaching experience includes having ELL students in my class when I was a first and fourth grade teacher. As a reading teacher, I have had ELL students in my reading groups and as Reading Recovery students. 

• What is your perception on ELLs in terms of their learning motivation and performance(especially in reading and writing)? 

ELL students are very motivated to learn. They listen and absorb all that is taught to them each day. In terms of writing, they may have difficulty putting their ideas into clearly written sentences. At times the structure of their sentences may not be clear. I have found that my reading students benefit from rich book introductions, that review new vocabulary that may be unknown to them.

What learning difficulties do ELLs usually encounter in schools? ELL students may be lower in reading and writing than their peers due to the fact that they are learning the language as well as learning to read and write.

What is the role of family and community in helping ELLs’learning? I think it is very important for family and community to be involved in any student’s learning. It is important for them to review and reinforce at home what the student has been taught in school.

• In your opinion, how do classroom teachers resolve ELLs’ learning difficulties? I believe that classroom teachers need to differentiate instruction based on the needs of the student. 

What strategies do you adopt? Students may need to work in small groups to complete assignments or may need reteaching of concepts that may be difficult for them. They may need to have a conversation to generate ideas for writing and they will benefit from rich book introductions to review vocabulary that may be unknown. 

Are they effective or not? Yes, these strategies are effective.

Do you participate in on-going professional training for teaching ELLs? I have not participated in specific training for teaching ELL students. I do participate in other professional development to enrich my teaching. 

What is your experience in terms of working students from diverse cultural and linguistic backgrounds? I have had students from different cultural and linguistic backgrounds in my classes during my teaching career including students from Denmark, Sweden , and many students from Spanish speaking countries. 

How do you make sure that your teaching is culturally responsive? I think it is important to include each child’s background into your teaching and to have students share this information with you and the class.

How do you go about reaching out to the family and the community? I have always written newsletters to keep my parents informed of what is happening in my classroom. I have an open line of communication with parents and keep them informed of their child’s progress throughout the year. As a Reading Recovery teacher, I invite the parents in to observe me teaching a lesson to their child.

• If you have an ELL in your class whose culture you are not familiar with at all, how do you go about teaching the child?
I think it is important for a teacher to learn about a child’s background from the child, their family or from other resources.