The QRI evaluation starts with a word list. The student reads a list of words with the teacher noting the number of words identified automatically and those identified but not automatically. The ability to read a certain number of grade-level words helps the teacher determine the child's reading vocabulary and where to start the testing.
The teacher chooses one or more reading passages for the child to read aloud. The teacher assesses both fluency of reading and the accuracy of the child's efforts. The passages will vary in length, depending on the student's age. Younger children will read passages of 44 words or more, while high school students may read passages up to 1,224 words. The passages may be written in narrative, or story form, or in expository form, which conveys information. Older children may read the story silently, with the instructor watching for signs of difficulty such as mouthing words or using a finger to follow the passage.
Before a child reads a passage, the teacher tests his familiarity with the topic. A child who has previous knowledge of a subject will perform better than one who is not familiar with the topic. After the child reads the passage, the teacher asks several questions about the story to test comprehension of what he has read.The teacher may also ask the child to retell a story in his own words, describing the main points of the story. This provides another way to assess comprehension.
The QRI helps teachers determine several reading levels. At the independent level, a child can read and comprehend without instruction from the teacher. The instructional level is the level a teacher should work with the child to improve his reading abilities. At the frustration level, the child has difficulty with either comprehension or sight reading.