Qualitative Spelling Inventory (QSI) - · PDF fileThe lists are not exhaustive in that they do not test all spelling features; rather, they include

Qualitative Spelling Inventory (QSI) Highly Recommended Grades 1-12

Frequently Asked Questions

2010-2011

Vision: As a courageous, innovative leader in education, Washoe County School District will be one of the nation’s top performing school districts, graduating all students college and/or highly skilled career ready.

Mission: To create an education system where all students achieve academic success, develop personal and civic responsibility, and achieve career and college readiness for the 21st century.

425 East Ninth Street P.O. Box 30425

Reno, NV 89520-3425

Heath Morrison, Superintendent

Public Policy, Accountability & Assessment pg. 3 [email protected] 8/18/2010

Quick Links

WHAT IS THE QUALITATIVE SPELLING INVENTORY (QSI)?

WHAT IS THE PURPOSE OF ADMINISTERING THE QSI?

WHAT QSI MATERIALS DOES WCSD PROVIDE?

TO WHOM AND WHEN SHOULD THE QSI BE ADMINISTERED?

WHO DETERMINES WHEN THE IRI IS ADMINISTERED?

WHO ADMINISTERS THE QSI?

WHICH SPELLING LIST SHOULD BE USED FOR THE QSI?

HOW IS THE QSI ADMINISTERED?

HOW IS THE QSI SCORED?

HOW DO I COMPLETE THE EDUSOFT SCORE SHEET?

HOW IS THE OVERALL PERFORMANCE SCORE FOR AN INDIVIDUAL STUDENT USED?

HOW IS THE DEVELOPMENTAL SPELLING LEVEL FOR AN INDIVIDUAL STUDENT DETERMINED?

WHICH ORTHOGRAPHIC FEATURES ARE MEASURED IN A SPECIFIC SPELLING STAGE?

IS SUPPORT ON ADMINISTERING AND SCORING THE QSI PROVIDED?

PRIMARY SPELLING INVENTORY LIST (WORDS THEIR WAY, 3RD EDITION, 2004)

ELEMENTARY SPELLING INVENTORY LIST (WORDS THEIR WAY, 3RD EDITION, 2004)

INTERMEDIATE SPELLING INVENTORY LIST (WORDS THEIR WAY, 3RD EDITION, 2004)

UPPER LEVEL SPELLING INVENTORY LIST (WORDS THEIR WAY, 3RD EDITION, 2004)


WHAT IS THE QUALITATIVE SPELLING INVENTORY (QSI)? “Spelling inventories are words specially chosen to represent a variety of spelling features or patterns at increasing levels of difficulty. The words in spelling inventories are designed to show students’ knowledge of key spelling features that relate to the different spelling stages. The lists are not exhaustive in that they do not test all spelling features; rather, they include orthographic features that are most helpful in understanding where to begin instruction. Students take an inventory as they would a spelling test. The results are then analyzed to obtain a general picture of their development. Spelling inventories are a powerful yet easy way to see what students understand about the orthography.” (Bear, Invernizzi, Templeton, et. al, 2004, pg. 34). WHAT IS THE PURPOSE OF ADMINISTERING THE QSI? The QSI provides a partial picture of a student’s reading and spelling skills. It allows a teacher to assess a student’s spelling and orthographic knowledge and to determine a stage of spelling development for each student, pinpointing the learning needs of the student. WHAT QSI MATERIALS DOES WCSD PROVIDE? The following spelling inventories may be used with WCSD’s adopted Assessment Management System, Edusoft:

• The Primary Spelling Inventory (Bear, D., Invernizzi, M., Templeton, S., Johnston, F., 2004. Words Their Way: Word study for phonics, vocabulary and spelling instruction. 3rd Ed., Pearson Education, Upper Saddle River, New Jersey.)

• The Elementary Spelling Inventory (Words Their Way) • The Intermediate Spelling Inventory (Words Their Way) • The Upper Level Spelling Inventory (Words Their Way)

All resource materials related to the administration and analysis of the QSI are from the 3rd edition of Words Their Way (2004) and are included in this document with permission of the authors. TO WHOM AND WHEN SHOULD THE QSI BE ADMINISTERED? The WCSD Assessment Division has strengthened the alignment between the district-wide QSI implementation plan and the principles of data use. Starting in the 2010-2011 school year, the QSI in grades 1-6 will no longer be mandatory. The Assessment Division highly recommends its use for all students in grades 1-2, for below-grade-level students in grades 3-6, and for all ELL students and will continue to support it. The implementation plan calls for the mandatory use of the QSI to complete the Oral Proficiency and Word Study (OPAWS) battery in 2011-2012.

Quick Links Page


WHO ADMINISTERS THE QSI? Since the QSI is designed to be used by elementary classroom teachers to inform instruction, classroom teachers assess the students. In this way, the classroom teacher can observe behaviors during the assessments in addition to interpreting the results from the assessment in order to accommodate student learning. Elementary classroom teachers (grades 1-6) enter QSI data for English as a Second Language (ESL) students into Edusoft so that the data may be used to complete the OPAWS assessment. Middle school and high school ESL teachers assess students and enter the QSI data into Edusoft. *An analysis of QSI score sheet shortcut options and the rationale for using the required score sheet may be accessed on the K-6, 6-8, and 9-12 District Assessment web pages. WHO DETERMINES WHEN THE QSI IS ADMINISTERED? Each school site can determine the timeframe within a given 12-week period that the IRI is to be administered. WHICH SPELLING LIST SHOULD BE USED FOR THE QSI? Teachers will choose the spelling inventory that most suits the needs of the students in the class from the following list. In a few cases, you’ll find that the spelling list doesn’t match the student’s developmental range. In those instances, you will want to choose a different, more appropriate inventory to administer, which will give you the data you need to inform instruction. A copy of each list is included in this document.

Spelling Assessment Grade Range Developmental Range Primary Spelling Inventory (Specific directions for administering this assessment are available in Words Their Way, 3rd, Ed., 2004, pp.300-303)

K-3 Emergent to early syllables and affixes

Elementary Spelling Inventory (Specific directions for administering this assessment are available in Words Their Way, 3rd Ed., 2004, pp. 304-307)

K-6 Late emergent to early derivational relations

Intermediate Spelling Inventory (Specific directions for administering this assessment are available in Words Their Way, 3rd. Ed., 2004, pp. 308-310)

3-8 Late letter name-alphabetic to middle derivational relations

Upper Level Spelling Inventory (Specific directions for administering this assessment are available in Words Their Way, 3rd. Ed., 2004, pp. 311-316)

5-12 Within word pattern to derivational relations

Quick Links Page

http://www.washoecountyschools.org/district/departments/public-policy-accountability-assessment/assessment/k-6�

http://www.washoecountyschools.org/district/departments/public-policy-accountability-assessment/assessment/6-8�



HOW IS THE QSI ADMINISTERED? • Each spelling inventory will assess the structural word knowledge students bring to their

reading, writing, and spelling. You can administer this same list of words three times a year, within each 12-week period, to measure students’ progress. Do not send the student QSI’s home with the students. Retain the assessments for your records.

• Create a Relaxed Atmosphere. Let students know that you are administering this assessment to learn about how they spell. Let them know that THIS IS NOT A TEST

• You may want to prepare an assessment paper ahead of time with an area for the student’s name, the date, and the numbers for the assessment already on the page*. This will save time.

, but that they can help you plan your teaching if they do their best. Students are not to study these words beforehand.

• Possible Script: “I am going to ask you to spell some words. Spell them the best you can. Some of the words will be easy to spell; some may be difficult. When you do not know how to spell a word, spell it the best you can; write down all the sounds you feel and hear.”

• Say the word once, read the sentence if the meaning is unclear, and then say the word again. Pronounce words clearly and naturally.

• You may want to invite the students to circle any words that they think they need to spell again correctly, and have a second try at spelling them. Through this reexamination, students show their willingness to reflect on their work.

• You may want to administer the assessment in small groups, especially when working with younger children. You can also monitor for clarity in the letter formation, making sure you can read each word. This inventory can, however, be administered whole class with the teacher monitoring student behavior.

• Work with groups of 5 words. You may want to stop testing when a student misses 3 of 5 words. Keep in mind that because you need a collection of spelling errors to establish a stage, some spellers may be asked to spell more words than other students and some may even need a different inventory (either easier or harder). As you walk around the room or work with a small group, scan students’ papers after each set of five words to determine whether to continue.

• Have the students check their papers to ensure that their name and the date are on the paper. Collect spelling inventory papers. (More information on administering the assessments can be found in Words Their Way, 3rd Ed., 2004, pp. 38 – 45.)

Quick Links Page


HOW IS THE QSI SCORED? The QSI (Qualitative Spelling Inventory) is hand scored by the classroom teacher on the Edusoft answer sheet, and then scanned into the Edusoft system. Each student will write the words as dictated by the teacher. Students do not type the words into the computer. After the spelling inventory has been administered, the teacher marks the words spelled incorrectly and writes the correct words next to the student attempts (see example on the following page). The teacher then completes the Edusoft Answer Sheet

that corresponds to the spelling list used in the administration of the assessment: Primary, Elementary, Intermediate, or Upper Level.

HOW DO I COMPLETE THE EDUSOFT SCORE SHEET? • Use the Edusoft Assessment Management System to print an answer sheet for each spelling

list you administered and make a copy of the Edusoft answer sheet for each student. Instructions for printing answer sheets may be accessed on the K-6, 6-8, and 9-12 District Assessment web pages. An analysis of QSI score sheet shortcut options and the rationale for using the required score sheet may be accessed on the K-6, 6-8, and 9-12 District Assessment web pages.

• Use a dark colored marker or no. 2 pencil to fill in the bubbles. Making slashes with a medium or broad point marker may save time.

Quick Links Page








Important Note:You may want to make extra copies of the Edusoft answer sheets in case errors are made while marking answer sheets. If errors are made in permanent marker, a new answer sheet must be re-marked. Do not use correction tape or white out to correct mistakes. Scanners will read marks that have been covered with correction tape or white out.

• Fill in the bubble next to the student’s name. • Begin with the first word (W1). Mark Y (Yes) or N (No) to indicate whether the word or

feature was spelled correctly or incorrectly. Note:

W2 means “second word spelled correctly.” All words are noted in the section headers (i.e. In the Primary QSI, W1=fan W2=pet, etc.).

• Continue along the rows, and mark Y or N to indicate whether each word and feature is spelled correctly or incorrectly in the corresponding boxes.

• Mark only the words and features that the student attempts. Leave blank answers for words that are not attempted. See the example of an answer sheet on the following page. Since the student didn’t attempt words 16, 17, and 19-26 as shown on page 10, the corresponding cells in the answer sheet are left blank.

Important Note:You may ask students to stop after they have misspelled several consecutive words. The purpose of this is to lessen student frustration.

Do not mark words that are not attempted.

Blank answers are scored as omitted. They do not count against students. Omitted answers do not subtract or add points to the score.

An example of a completed Edusoft answer sheet is shown on the following page. Quick Links Page

Recommendation: Lightly mark the answer sheet using a pencil and then go over it with a marker.

*saves time


HOW IS THE OVERALL PERFORMANCE SCORE FOR AN INDIVIDUAL STUDENT USED? The Overall Performance column of the Edusoft Class List Report shows the total number of words and features and individual student spelled correctly. These data may be used to monitor individual student progress in spelling development. Indicators of significant progress by spelling list (i.e. PSI=Primary Spelling Inventory, ESI=Elementary Spelling Inventory, ISI=Intermediate Spelling Inventory, USI=Upper Level Spelling Inventory) are shown in the chart on the following page. Quick Links Page

Features of more than three characters are indicated with a dash. For example, the feature "ding" in the word "riding" is abbreviated with a dash, "d-g."

A single letter is indicated with an underscore (_). For example, an underscore denotes the letter “p” in the feature “o_e” in the word “hope.”


Progress Indicators for Spelling Development Students are considered to have made significant progress if the numbers of words and features and percent scores show gains in the specified approximate ranges in a twelve week period. Grade PSI ESI ISI USI Raw # Percentage Raw # Percentage Raw # Percentage Raw # Percentage 1 9-11 11%-13% 5-7 6%-9% 2-5 3%-7% 2 2% 2 11 13% 6 8% 4 5% 7 6% 3 11-12 13%-15% 8-9 10%-12% 6-12 8%-16% 6-17 6%-13% 4 6 7% 3-9 4%-12% 2 3% 9 7% 5 - - 3-10 4%-13% 12-14 16%-19% 7-24 6%-19% 6 - - 1 1% 1 1% 6 6% HOW IS THE DEVELOPMENTAL SPELLING LEVEL FOR AN INDIVIDUAL STUDENT DETERMINED? After the answer sheets are scanned, the teacher generates an *Edusoft Class List report which provides spelling stage and features analyses

that replaces the Words Their Way features analysis. Examples of Edusoft Class List reports with a spelling stage and features analyses are shown on the following pages.

* Instructions for running reports may be accessed on the K-6, 6-8, and 9-12 District Assessment web pages. Student learning progresses both sequentially or non-sequentially through the developmental stages. Sequential orthographic development is more common than non-sequential orthographic development. The progression of mastery from a lower-level spelling stage (e.g. Late Letter Name-Alphabetic) to a higher-level spelling stage (e.g. Early Within Word Pattern) is an example of sequential development. If a student masters a higher-level spelling stage (e.g. Late Within Word Pattern) before he or she masters a lower-level spelling stage (e.g. Late Letter Name-Alphabetic), the learning is developing in a non-sequential order. Sequential DevelopmentIn Edusoft reports, the grouping of developmental descriptors in sequential order (i.e. Knowledgeable, Instruct, and Study Next) indicates a sequential progression of learning. Normally, there are multiple ‘Knowledgeable’ stages, followed by a single ‘Instruct’ stage, followed by one or more ‘Study Next’ stages. In these reports, a student’s estimated developmental level is indicated by the term ‘Instruct.’ We can conclude that, after the student receives more instruction at the ‘Instruct’ spelling stage, he or she will need to receive instruction at the first spelling stage indicated by the term ‘Study Next.’ (The students’ developmental levels are circled in the sample report picture on the following page.)

*Note:

In the sample data for Tyler shown on the following page, the developmental spelling stage is beyond Late WWP and is not pictured on this page.

Quick Links Page





Non-sequential DevelopmentWhen the grouping of developmental indicators is not in sequential order, this indicates a non-sequential progression of learning. A group of ‘Knowledgeable’ stages may be separated by ‘Instruct’ or ‘Study Next’ stages. We can conclude from the data that an individual student’s estimated developmental spelling level is at a higher stage than the initial ‘Instruct’ or ‘Study Next’ stage. We can also infer that the non-sequential ‘Instruct’ or ‘Study Next’ stage indicates a gap in learning. The developmental level of learning may be denoted by any of the three indicators and may be one or more levels above the gap stage.

(The *developmental spelling stages are circled in the picture below, and the gap stages are indicated with an arrow. ) *Note:

In the sample data for Carl shown below, the developmental spelling stage is beyond Late WWP and is not pictured.

Now that you know a student’s instructional spelling stage, you will want cross reference that information with the grade correlation table on the following page, which shows the at-grade-level spelling stages during specific windows within the school year. Quick Links Page


Grade Level Indicators for Spelling Development Students are considered at level if they need instruction at these levels at these three

times of the year Grade Weeks 1-12 Weeks 13-24 Weeks 25-36 K Early – Middle

Emergent Late Emergent Early Letter Name

1 Early Letter Name Middle – Late Letter Name Late Letter Name – Early Within Word Pattern

2 Late Letter Name – Early Within Word Pattern

Middle Within Word Pattern Middle to Late Within Word Pattern

3 Middle Within Word Pattern

Late Within Word Pattern Early Syllables and Affixes

4 Early Syllables and Affixes

Middle Syllables and Affixes Middle to Late Syllables and Affixes

5 Middle to Late Syllables and Affixes

Late Syllables and Affixes Early Derivational Relations

6 Early Derivational Relations

Early to Middle Derivational Relations

Middle Derivational Relations

The goal is not to spell 100% of the features correctly but rather to receive instruction at or above a particular developmental level at a specific time of the school year in a specific grade level; therefore, it is recommended that percent scores are not included in reports. In Words Their Way (Bear & Templeton, et al, 2004), the ‘Instruct’ level requires students to correctly spell about 57% of the features in a spelling stage, and the ‘Knowledgeable’ level requires about 86%. However, the number of features is more useful than percent scores mainly because percent scores are typically perceived as grades. It is a challenge to regard 57% as a good score, but a bit easier to understand that the instructional target is 4 or 5 features out of 7.

Percentage Scores

The *Edusoft Item Analysis report indicates the students who struggle with each specific orthographic feature. (In the sample report shown on the following page, see specific features in the ‘Item’ column and spelling stages in the ‘Question Groups’ column.) Users click on the blue numbers in the Edusoft system to view the names of students who need support. Users click the ‘Sort by’ link in the ‘% Correct’ column in the Edusoft system to prioritize the instructional needs for a group of students.

Feature-by-Feature Analysis

*Instructions for running reports may be accessed on the K-6, 6-8, and 9-12 District Assessment web pages.

Quick Links Page





Quick Links Page

W1=Word #1

When you click a link in the N (No) column, a window appears showing the names of students who spelled a specific feature incorrectly.

When you click a link in the Y (Yes) column, a window appears showing the names of students who spelled a specific feature correctly.

Public Policy, Accountability & Assessment pg. 14 [email protected]

WHICH ORTHOGRAPHIC FEATURES ARE MEASURED IN A SPECIFIC SPELLING STAGE?

Primary Spelling Inventory (PSI)

Elementary Spelling Inventory (ESI)

Intermediate Spelling Inventory (ISI)

Upper Level Spelling Inventory (USI)

Late Emergent

Beginning Consonants f, p, d, r, h, w, g 0-3 Study Next 4-5 Instruct 6-7 Knowledgeable

Beginning & Final Consonants b, d, p, n, l, n, v 0-3 Study Next 4-5 Instruct 6-7 Knowledgeable

Early Letter Name

Final Consonants n, t, g, b, p, t, m 0-3 Study Next 4-5 Instruct 6-7 Knowledgeable

Middle Letter Name

Short Vowels a, W1, e, W2, i, W3, o, W4, u, W7, e, i 0-6 Study Next 7-9 Instruct 10-12 Knowledgeable

Short Vowels e, W1, i, e, u 0-8 Study Next 9-12 Instruct 13-15 Knowledgeable

Short Vowels e, i, u, o 0-1 Study Next 2 Instruct 3-4 Knowledgeable

Short Vowels e, i, u 0-1 Study Next 2 Instruct 3 Knowledgeable

Late Letter Name

Consonant Digraphs & Blends sl, W8, st, W9, sh, dr, bl, ch, fr, ch, cr, sh, th, sh, sp, th 0-8 Study Next 9-13 Instruct 14-16 Knowledgeable

Consonant Digraphs & Blends sh, W2, wh, W3, mp, W4, fl, tr, dr, ch, ch 0-5 Study Next 6-8 Instruct 9-11 Knowledgeable

Consonant Digraphs & Blends ch, sw, scr, thr 0-1 Study Next 2 Instruct 3-4 Knowledgeable

Consonant Digraphs & Blends sp, ck, W1, sw, sm, scr, fl, sh, tr 0-4 Study Next 5-7 Instruct 8-9 Knowledgeable

W1=Word #1






Early-Middle WWP

Long Vowel Patterns o_e, W5, ai, W6, i_e, W10, ea, W11, a_e, W12, oa, W13, igh, W14 0-7 Study Next 8-11 Instruct 12-14 Knowledgeable

Long Vowel Patterns oa, W5, ai, W6, a_e, W7, i_e, W8, igh, W9, oa, W10 0-6 Study Next 7-9 Instruct 10-12 Knowledgeable

Long Vowel Patterns a_e, W4, ow, W6, oa, W9, ai 0-3 Study Next 4-5 Instruct 6-7 Knowledgeable

Long Vowels & Other Vowel Patterns a_e, ow, W5, ur, W6, oa, ow, ai 0-4 Study Next 5-6 Instruct 7-8 Knowledgeable

Late WWP Other Vowel Patterns ew, aw, W16, or, W18, ou, oi, W20, ow, W21, ir, W22 0-6 Study Next 7-9 Instruct 10-12 Knowledgeable

Other Vowel Patterns oi, W11, er, ew, ar, ow, or 0-3 Study Next 4-5 Instruct 6-7 Knowledgeable

Other Vowel Patterns & Complex Consonants ck, W1, ar, W2, tch, W3, ur, W5, ir, squ, W7, ou, W8, dge, W10, ew 0-8 Study Next 9-13 Instruct 14-16 Knowledgeable

Complex Consonants tch, W2, dge, W3, scr, W4, thr, W7 0-4 Study Next 5-6 Instruct 7-8 Knowledgeable

Early Syllables & Affixes

Inflected Endings ing, W15, es, W17, ed, W19, ed, W23, ies, W24, pping, W25, ding, W26 0-7 Study Next 8-11 Instruct 12-14 Knowledgeable

Syllable Junctures & Easy Prefixes & Suffixes ing, W12, ed, W13, rr, ies, W14, ed, W15, er, W16, tt, en, W19, ll 0-8 Study Next 9-12 Instruct 13-15 Knowledgeable

Syllable Junctures & Easy Prefixes & Suffixes e-drop, ing, W11, ed, W12, nn, ies, W13, tt, ss, pp, dd, W19 0-6 Study Next 7-10 Instruct 11-13 Knowledgeable

Syllable Junctures & Easy Prefixes & Suffixes ful, W8, e-drop, ing, W9, tt, dis, y, W11, ss, pp, ed, W14, or, W15, con, ity, e-drop, or, ize, com 0-11 Study Next 12-17 Instruct 18-21 Knowledgeable






Middle-Late Syllables & Affixes

Harder Prefixes, Suffixes, & Unaccented Final Syllables le, W17, or, W18, ar, W20, ure, ate, ent, ize, op 0-5 Study Next 6-8 Instruct 9-11 Knowledgeable

Harder Prefixes, Suffixes, & Unaccented Final Syllables tion, le, W15, dis, y, on, W17, ance, or, W20, ent, con, sion, ible, ize 0-8 Study Next 9-12 Instruct 13-15 Knowledgeable

Harder Prefixes, Suffixes, & Unaccented Final Syllables le, W10, on, W12, er, W13, ent, ure, ence, sion, ate, ance, op, cor, ous, em, ious, sion, able, ize, ex, ible, W36, ad, age 0-13 Study Next 14-20 Instruct 21-25 Knowledgeable

Early-Middle Derivational Relations

Reduced & Altered Vowels, Bases, Roots, & Derivatives pleas, W21, fortune, W22, confide, W23, civil, W24, position, W25 0-5 Study Next 6-8 Instruct 9-10 Knowledgeable

Reduced & Altered Vowels, Bases, Roots, & Derivatives fra, W14, cover, W16, dis, W18, i, W21, fus, W22, vis, W23, e, W24, critic, W25 0-8 Study Next 9-13 Instruct 14-16 Knowledgeable

Reduced & Altered Vowels i, W16, i, W18, i, W21, er, W22, i(ble), e, W26, i, e, W20, i, W34, o 0-9 Study Next 10-14 Instruct 15-17 Knowledgeable

Middle-Late Derivational Relations

Bases, Roots, & Derivatives punc, W17, fus, W19, fortun, W20, décor, W23, position, W24, vis, W25, volum, W27, success, W28, phas, W29, hilar, W31, motion, W32, inherit, W33, crept, W35, chlor, phyll, W37, journ, W38, camoufl, W39, indict, W40 0-19 Study Next 20-20 Instruct 30-35 Knowledgeable


IS SUPPORT ON ADMINISTERING AND SCORING THE QSI PROVIDED? For assistance in using the data management system, accessing and interpreting Edusoft reports, and effectively responding to data, please contact the WCSD Assessment Support Team at [email protected]. Useful resources may be accessed on the K-6, 6-8, and 9-12 District Assessment web pages.

Find information on • Accessing and navigating Edusoft • Generating and scanning answer sheets • Running Edusoft reports

Visit the Benchmark Assessments webpage regularly for updated materials!

Quick Links Page

mailto:[email protected]�





Primary Spelling Inventory List (Words Their Way, 3rd Edition, 2004)

Quick Links Page


Elementary Spelling Inventory List (Words Their Way, 3rd Edition, 2004)

Quick Links Page


Intermediate Spelling Inventory List (Words Their Way, 3rd Edition, 2004)

Quick Links Page


Upper Level Spelling Inventory List (Words Their Way, 3rd Edition, 2004)


(Optional) Primary Spelling Inventory Feature Guide

Quick Links Page


(Optional) Elementary Spelling Inventory Feature Guide

Quick Links Page


(Optional) Intermediate Spelling Inventory Feature Guide


(Optional) Upper Level Spelling Inventory Feature Guide


Quick Links Page

Documents

Qualitative Spelling Inventory (QSI) - · PDF fileThe lists are not exhaustive in that they do not test all spelling features; rather, they include