Lauren Leslie

TL;DR: Examples of Using the Qualitative Reading Inventory-4 Using the QRI-4 in the Classroom to Estimate Reading Level using the Qri-4 for Literacy Portfolios and the Q RI-4 to Design Intervention Instruction and the results are Summarizing the Results.

TL;DR: The authors found that children who were either nonreaders or were one or more years below grade level in reading received small-group literacy instruction from preservice teachers after school for 10 weeks each semester until they achieved grade-level reading.

TL;DR: The effects of prior knowledge (high, low) and oral reading accuracy (95% +, 90-94%) on miscues and comprehension were examined by requiring 57 third-grade average readers to read an expository passage orally as discussed by the authors.

TL;DR: This article examined the effect of think-aloud statements made by middle school students while reading expository text and found that they are associated with more associative inferences in recall, which correlated negatively with the ability to answer comprehension questions.

TL;DR: A review of research on assessments of reading comprehension should begin with a defi-formance of the construct to be measured; in this case, reading comprehension as discussed by the authors, and while this review would necessarily restrict our review of assessments to those that had chosen the theory we had chosen, and therefore, our discussion would not be representative of the variety of assessments available to researchers and practitioners.