The Qualitative Reading Inventory-5 is intended for students K-12. It can be used to provide appropriate information
to identify a student’s instructional level, determine areas of reading in which the student is having difficulty and to document growth based on a type of instructional program or intervention.
When used to determine a student’s reading levels, the QRI-5 can help find the levels
at which a student can read independently, read with instructional guidance, and read
with frustration. The QRI-5 can also be used to determine if a student’s reading levels are
below his or her chronological grade level.
DIBELS - Dynamic Indicators of Basic Early Literacy Skills are
formative early literacy assessment was created by Dr. Roland Good and Dr. Ruth Kaminski of the Dynamic Measurement Group - they have since renamed it Acadience Reading. They are a set of procedures and measures for assessing the acquisition of early literacy skills from K-6th grade. They are designed to be short (60 seconds) fluency measures used to regularly monitor the development of early literacy and early reading skills. These assessments are performed using a computerized handheld device like a smart phone.
DIBELS are comprised of seven measures to function as indicators of phonemic awareness, alphabetic principle, accuracy and fluency with connected text, reading comprehension, and vocabulary. 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). DIBELS were designed for use in identifying children experiencing difficulty in acquisition of basic early literacy skills in order to provide support early and prevent the occurrence of later reading difficulties.
Differences: DIBELS and QRI-5 :
1) QRI-5 goes until 12th grade while DIBELS only until 6th.
2) DIBELS also has a time limit for each assessment, which 60 seconds. The QRI-5 also has some timed assessments but they are not used on all grade levels.
3) The QRI-5 and DIBELS are designed to identify students having difficulty in achieving basic literacy skills, however, DIBELS is more specific; it assesses issues such as phonemic awareness, alphabetic principle, accuracy and fluency, vocabulary, and comprehension. The QRI-5 is a little different; it has word lists, concept questions (accessing prior knowledge), miscue analysis, retelling, and comprehension questions.
Similarities
1) Both the QRI-5 and DIBELS are used to identify reading levels and match students to suitable text, to verify a suspected reading problem, to determine strength and needs of a student, and recommend paths for interventions.
Both QRI-5 and DIBELS can be used in the classroom in the beginning of each year in assessing what each student's fluency, comprehension, phonemic etc.. levels is and for determining how to best intervene with a student if need be. They also are critical in determining whether interventions are working and how well students are progressing. As teachers we must have a very good understanding of how well our students are reading in order to properly address each students needs!!!
I love the way you clearly broke down the similarities and differences of these forms of assessments! Indeed, it is important for teachers to assess students to gain a better understanding of individual reading levels in order to address their needs appropriately!
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