Running records

1. Running records Group Members: Kathy Gongora, Meliza Magana, Jose Botes and Aisha Ramos

2. What is a running record • A running record is a test to diagnose patterns in student reading behaviors. • These patterns allow a teacher to see the strategies a student uses to make meaning of individual words and texts as a whole. Running records, when paired with comprehension inquiry, can be used to identify an instructional reading level for individual students. • A running record allows you to assess a student’s reading performance as she/he reads from a benchmark book. • Benchmark books are books selected for running record assessment purposes • A running record form, with text from the book printed on the form, accompanies each of the benchmark books. • Keep in mind that running record is not just used for recording right or wrong words. It requires observing all behaviours to help determine the “ thinking process” children are using as they read the text.

3. Why is running record important? • This strategy is a way of helping the teacher form a picture of the child’s reading development. • It is also important because teachers can analyse the results of these running records assessment to gain insights into a child’s reading capacity. • This diagnostic test can be used to assign children’s appropriate developmental level for their reading sessions.

4. Taking a running record • Running records are taken mostly at the earlier stages of reading. • Students who are not progressing at the expected rate should be assessed even more frequently than the scheduled suggested below. • Early emergent readers ( every 2 to 4 weeks) • Emergent readers (every 4 to 6 weeks) • Early fluent readers ( every 6 to 8 weeks) • Fluent readers (every 8 to 10 weeks)

5. Meanings: • Early Emergent readers are beginning to learn sound/symbol relationships--starting with consonants and short vowels--and are able to read CVC (consonant-vowel-consonant) words, as well as a number of high-frequency words. • Emergent readers: Readers at this stage have developed an understanding of the alphabet, phonological awareness, and early phonics. They have command of a significant number of high-frequency words. • Early fluent readers: At this stage, reading is more automatic, with more energy devoted to comprehension than word attack. Readers are approaching independence in comprehending text. • Fluent readers: Readers have successfully moved from “learning to read” to “reading to learn.” Their reading is automatic and is done with expression and proper pauses. Their energy is devoted to understanding, and they have good command and use of the various comprehension strategies.

6. Steps for administering a running record test: • Select a book that approximates the students’ reading ability. • Explain that he/she will read out loud as you observe and record his/her reading skills. • With the reading form, sit next to the student so that you can see text and the student’s finger and eye movements as he/she reads the text. • As the students reads, mark each word on the running records form by using the appropriate running record symbols and marking convention. • If the students reads incorrectly, record above the word what the students reads.

7. CONSIDERATIONS TO TAKE WHEN ADMINISTERING THE RUNNING RECORDS TEST NOTE: If the student is reading too fast for you to record the running record, ask him/her to pause until you catch up. • Be sure to notice the reader’s attention to the text. Is the students using meaning, structural and visual cues to read words and gather meaning? • Intervene as little as possible while the students is reading. • If the student is stuck and unable to continue, wait 5 to 10 seconds, then tell him/her the word.

8. Sample running record

9. Scoring and Analysing a running record • The information gathered while doing a running record is used to determine error, accuracy, and self corrected rates. Qualitative analysis: • Is based on the observations that you make during the running record. It involves how the student uses the meaning, structural, and visual cues to help him/her read.

10. Formulas to calculate: Error rate is expressed as a ratio and is calculated by using the following formula: Total words / Total errors = Error rate Accuracy rate is expressed as a percentage. You can calculate the accuracy rate using the following formula: (Total words read - Total errors) / Total words read x 100 = Accuracy rate Accuracy Rate Chart • Independent Easy enough for independent reading 95% -100% • Instructional Instructional level for use in leveled reading session 90% - 94% • Frustrational Too difficult and will frustrate the reader 89% and below Self-correction rate is expressed as a ratio and is calculated by using the following formula: • (Number of errors + Number of self corrections) / Number of self corrections = Self-correction rate

11. Conclusion: • The running record is a detailed and objective recording written while the event is happening. Researchers in child development depend on running records to gain insights into development. Piaget relied on his detailed observations of children to help him conceptualize and describe cognitive growth. Therfore, the purpose of the running record is to learn more about the many aspects of a child’s total development from the objective and precise recording of this child’s actions and language. Running records can be particularly helpful to teachers trying to understand individual children’s problems or getting to know a new child in the classroom.

12. Reference Page: • Runningrecords. (2014, May 13). Retrieved from http://webshare.northseattle.edu/fam180/topics/assessment/rroverview.html • Purpose of running record. (2013, August 4). Retrieved from https://www.readinga-z.com/helpful-tools/about-running-records/scoring-a-running-record/ • Sample of running record. (2014, March 23). Retrieved from https://www.google.com/search?rct=j&q=running records#q=running records sample