Qualitative Reading Inventory

Diagnostic Narrative

Background

The student that was assessed during this Qualitative Reading Inventory was a first grader, named Rylie. Rylie is a first grader at St. Paul’s Lutheran School in Oconomowoc, Wisconsin. Prior to the inventory, I did not know Rylie well, but had seen her around the building and she knew me through my husband, Mr. Tanney, who is a teacher at the school. To build a better rapport with Rylie, I tried talking to her about current events happening at the school and things that I could see that she liked. I also brought some gummy frogs for her to snack on as we worked on the inventory. The Qualitative Reading Inventory took place in the school library, during her free reading time, as requested by her teacher. We were alone while taking most of the test, but briefly interrupted during the comprehension reading by a few students who came into the library to look for books. Rylie did

Based on the reading interest survey and the garfield reading attitude survey, she is highly motivated to be involved in reading, both academically and recreationally. I think that this strength can really benefit her improvement if the teacher and parents can capitalize on it. Another area of strength was that Rylie can identify the first and last letter of each word when decoding words. Rylie is able to identify the phoneme of the first and last letter and what sound should be made with it. So it does appear that she has developed sound isolation, for at least the first and last letter. Another positive that I noticed was that if Rylie was introduced to a new word, she may not get it the first time, but she was usually able to remember that word and correctly identify it the second time. For example, during her comprehension reading, she identified “dug” as “big,” but when she came across it a second time, she identified it correctly.

Areas of