Performing Running Records is an effective way for teachers to monitor the progress student have made in reading and writing. They also analyze the students reading fluency, which is important for comprehension. More specifically, Running Records allow teachers to identify the strengths and weakness students have in reading and writing. Finding their strengths and weaknesses will aid the teacher to identify which literacy components to develop. Running Records also give students insight about what skills they have to develop to become effective and independent readers and writers. According to Tompkins (2009), running records are classroom assessment tools of “students’ oral reading to analyze their ability to solve reading problems” (p.33). Running Records, asses the students’ oral reading and their ability to decode unfamiliar words, use reading strategies, …show more content…
As students read, the teacher makes notes focusing on the words they struggle with. The teacher indicates which words the student has substituted, repeated, mispronounced, or doesn’t know. These words are called miscues. After the miscues are marked they are classified. “Only the words that students mispronounce or substitute can be analyzed; repetitions and omissions aren’t calculated’ (Tompkins p.85). Once the miscues have been evaluated, the miscue analysis will indicate which cues the reader over relies on and which they need to further develop. Running Records also helps calculate the percentage of miscues to determine whether or not the book is at the students reading level. The goal is to give students appropriate books for their reading levels. After the running record and miscue analysis, the teacher can analyze this information to introduce personalized strategies and lessons to develop a more fluent
Differentiated instruction caters to differences among students, how students learn, different learning styles, and the interest of each learner. Running records support differentiating lessons for each learner during guided reading. Running records are diagnostic tools designed to identify a student’s reading deficiencies and monitor progress. The implementation of running records allows the teacher to differentiate each child’s reading lesson and hone in on the child’s needs and abilities. It is the educator’s responsibility to fine-tune instructional needs so that classroom, small group, and one-to-one teaching occur when and for whom they are needed in a timely way and with the high quality every child deserves (Fountas & Pinnell, 2009). Each child enters a classroom with varying needs; differentiating guided reading lessons based on the results of running records will help meet the individual needs of each child. Kelly M. Anderson (2007) states, teachers who differentiate believe each child is unique, with differing learning styles and preferences. Teachers can differentiate based on students’ readiness by varying the level of difficulty of the material covered in class. Guided reading offers the opportunity to vary the children’s reading based on their reading level. Differentiating instruction is not lowering expectations for some students. Differentiating instruction is establishing high expectations for all students while varying the process to which each child learns the same concept. Differentiating involves addressing the individual needs of diverse learners. Watts-Taffe, et al. (2012) notes although differentiating instruction is not new; it has become increasingly i...
With such high numbers of adolescents falling below basic in reading, illiteracy is a battle that must be fought head on. The largest dilemma with the struggle is the number of variations that cause adolescents to become reluctant, unmotivated or struggling readers. Fortunately, a large number of strategies exist to encourage and strengthen readers of all ages, proving that adolescence is not a time to give up on faltering students. Rather, it is a time to evaluate and intervene in an effort to turn a reluctant reader into an avid one (or near enough). Ultimately, educators must learn to properly assess a student’s strengths and weaknesses (Curtis, 2009) and pair them with the proper intervention techniques. If one method does not work, countless others exist to take its place.
Hunter was assessed using a running records assessment. This type of assessment is done with the student reading a book out loud to the instructor while the instructor follows along on a sheet to mark off any mistakes made. Hunter read confidently for the most part, only stumbling over a few words. He substituted the word “individual” for “instinctual” and, at first, said “have” instead of “live”, but this error he quickly corrected and was able to continue with the reading without a problem. The results of the running record assessment done on Hunter show that he is a very proficient reader. He only made a total of two mistakes and, of these two, one was self-corrected. Hunter’s accuracy rate is 99.5%,
Torgesen (1998) claims that the top reasons students have difficulties with reading is because they have issues correlating letters and sounds in words, or phonological awareness. Many students also have trouble memorizing sight words and many also have an
I performed a miscue analysis for Student A in order to determine her strengths and weaknesses as a reader. Student A was able to self correct while reading when something didn’t sound correct to her, she was also able to recall key details about the reading. Student A read too fast to pause at punctuation and she also had trouble making inferences about a text after reading.
The running record assignment provided me with insight on how to effectively assess a student, analyzing and interpret data and consider strategies to address areas of need and/or strengths. The process of giving this assessment has allowed me to better understand and appreciate running records. I understand the value of using an assessment that evaluates a student’s reading ability. The data is vital information that influences instruction and planning.
Rasinski (1999) states that one of the most effective ways to assess a learner’s reading abili...
Writing and Reading Across the Curriculum, Brief Edition (2nd Edition) (2 ed., pp. 413-429). New York: Longman.
Writing and Reading across the Curriculum. Laurence Behrens and Leonard J. Rosen, Boston: Pearson 2011. 274-279
Writing and Reading Across the Curriculum. Tenth edition. Edited by Laurence Behrens and Leonard J. Rosen. New York: Longman Publishers, pp. 371-377, 2008.
The causes of reading difficulties often arise because of learning disabilities such as dyslexia, poor preparation before entering school, no value for literacy, low school attendance, insufficient reading instruction, and/or even the way students were taught to read in the early grades. The struggles that students “encounter in school can be seen as socially constructed-by the ways in which schools are organized and scheduled, by assumptions that are made about home life and school abilities, by a curriculum that is often devoid of connections to students’ lives, and by text that may be too difficult for students to read” (Hinchman, and Sheridan-Thomas166). Whatever the reason for the existence of the reading problem initially, by “the time a [student] is in the intermediate grades, there is good evidence that he will show continued reading g...
Begrens, Laurence; Rosen, Leonard J. Writing and Reading Across the Curriculum. 7th ed. New York, Longman, 2000. 320-322.
Amanda Spake, “Chapter Eight” Writing and Reading Across the Curriculum, (New York: Pearson, 2007) 337-337
To accomplish vocabulary development, before reading the teacher needs to instruct their students on any prerequisites that they need to understand to interpret the text appropriately. This means the teacher has to pull out the most important words as well as those that may be too difficult for the stud...
Literacy is an on-going skill that teachers and students alike should commonly study and practice in all grades. Problems faced by teachers, especially teachers in higher grades, are not having the skills to be effective teachers of literacy. To effectively teach literacy across content areas, a teacher would need skills such as knowledge of the reading process and the ability to cultivate the knowledge gained in order to make informed decisions within their classrooms (Clary, Oglan, Styslinger,