Compare and Contrast QRI5 and DIBELS WK 9

Summarize the assessment batteries tools:

 DIBELS is a researched based short assessments focused on a series of benchmarks for a child’s literacy skills from grades k-6, were as QRI-5 is informal reading of passages with retelling comprehension through grades k-12. DIBELS assessments is on specific literacy skills sets of short initial sound fluency, naming letters, sounds, nonsense words, fluency recorded correctly beginning in k-6. ORI5 is informal literacy narratives, and expository text reading composed of look backs, retelling from specific questions and think aloud. QRI5 also measures the frustration level of text before student begins to read for difficulty levels.

Describe the similarities and difference in both assessments:

 The similarities between the two literacy assessments are the reading of the short paragraphs in which students are coded for oral miscues,  read aloud correctives, words admitted, word substitutions, and word self-corrections. However, DIBELS is timed for one minute while the QRI5 is timed for the amount of words read in a specific time then divided into the time to code for word accuracy, independent levels frustrations levels and instructional levels. QRI5 is informal inventory both are used to guide instructions, and for reading interventions. Also, both assessment tools can distinguish a child’s reading level for instruction and independent reading. What differs the most between the two assessments is DIBELS measures specifically for initial sound fluency, phonemic segregation, nonsense word fluency, letter naming in specific short batteries of tests.

Describe how they can be used in the classroom or as a standardized too for instruction.

Both literacy assessment will promote the progress of a student’s literacy comprehension in the classroom.  Both can be used in the classroom to inform instruction and guide student with specific literacy skills. In addition, the measurement towards student goals in both literacy tools are good indicators for students at risks in the classroom for any given instructional level or independent literacy levels. At which necessary tailored interventions can be used to support student’s literacy learning planning decision trajectories in the classroom.