Example Of A Running Record

Running Records: A Comprehensive Guide with Examples

Running records are invaluable tools for educators to assess a student's reading ability. They provide a detailed, real-time snapshot of a student's reading performance, offering insights beyond simple accuracy measures. This comprehensive guide will explore what running records are, how to conduct them effectively, interpret the data, and provide multiple examples illustrating different reading levels and challenges. Understanding running records is crucial for teachers to differentiate instruction and support students' reading development effectively.

What is a Running Record?

A running record is a formal assessment tool used by educators to analyze a student's reading behavior. Unlike a simple reading fluency assessment, a running record goes beyond just measuring words read per minute (WRPM) or accuracy. It provides a detailed qualitative and quantitative analysis of a student's reading process. This includes their accuracy in word recognition, their use of reading strategies, and their comprehension of the text. The assessment is conducted as the student reads aloud a selected passage, while the teacher meticulously records every word read, noting errors, self-corrections, and any other relevant observations. This detailed record allows for a thorough understanding of the student's strengths and weaknesses in reading.

Key Components of a Running Record:

• Text Selection: A text appropriate for the student's estimated reading level is crucial. The text shouldn't be too easy (resulting in inaccurate assessment) or too difficult (leading to frustration and inaccurate data).
• Oral Reading: The student reads aloud from the selected text.
• Real-Time Recording: The teacher meticulously records each word read, marking errors, self-corrections, and any other notable behaviors.
• Analysis: After the reading, the teacher analyzes the running record to identify patterns, strengths, and areas needing improvement.

Conducting a Running Record: A Step-by-Step Guide

1. Text Selection: Choose an unfamiliar text appropriate for the student's estimated reading level. This might involve using informal reading inventories or other assessments to gauge the student's approximate level. The text should be engaging and age-appropriate.

2. Preparation: Prepare the running record form. This typically includes space to record the student's name, date, text title, and the text itself. Leave ample space to note errors, self-corrections, and other observations.

3. Pre-Reading Discussion: Briefly discuss the text with the student. Ask questions to activate prior knowledge and build anticipation. This helps put the student at ease.

4. Oral Reading: Instruct the student to read the text aloud. Encourage them to read at a comfortable pace. Avoid interrupting unless absolutely necessary.

5. Recording: As the student reads, mark each word read on the text. Use a system to indicate different types of errors:

   • Substitution: The student replaces a word with another word (e.g., reading "cat" for "dog"). Mark this with a "S" above the word.
   • Omission: The student skips a word entirely. Mark this with an "O" above the word.
   • Insertion: The student adds a word that's not in the text. Mark this with an "I" above the word.
   • Self-Correction: The student realizes an error and corrects themselves. Mark this with a "SC" above the word.
   • Repetition: The student repeats a word or phrase. Mark this with an "R" above the word.

6. Post-Reading Discussion: After the student finishes reading, engage in a brief discussion about the text. Ask comprehension questions to assess their understanding. This also provides further insights into their reading process.

7. Analysis: Calculate the accuracy rate (number of words read correctly divided by the total number of words read). Analyze the types of errors made. Identify patterns in the student's reading behavior.

Interpreting the Data: Understanding the Insights

The running record provides a wealth of information beyond just accuracy. By analyzing the data, educators can identify specific reading strategies and challenges. Here are some key aspects to consider:

• Accuracy Rate: A high accuracy rate (generally above 95%) suggests the text is at an appropriate level. A lower accuracy rate indicates the text might be too difficult.

• Types of Errors: The types of errors made offer valuable insights. For instance:

  • Many substitutions might indicate a lack of vocabulary knowledge.
  • Frequent omissions might suggest a problem with tracking or visual processing.
  • Numerous insertions might point to a lack of comprehension or a tendency to guess at words.

• Self-Corrections: The number of self-corrections indicates the student's ability to monitor their own reading and adjust when needed. A high number of successful self-corrections is a positive sign.

• Reading Strategies: Observe the student's use of reading strategies, such as using context clues, sounding out words, or using picture cues. Note if they rely on one strategy excessively or lack certain strategies altogether.

• Comprehension: The post-reading discussion provides insights into the student's comprehension of the text. Difficulties with comprehension, even with high accuracy, suggest potential challenges with processing meaning.

Example Running Records: Different Reading Levels and Challenges

Below are examples illustrating different reading levels and challenges identified through running records. Remember that these are simplified examples and a real running record would be more detailed.

Example 1: Student Reading at Grade Level

Student: Sarah Date: October 26, 2024 Text: "The Cat Sat on the Mat" (Simplified text for illustrative purposes)

The cat SC sat O on the mat. The cat was [pause] black. The black cat slept.

Analysis: Sarah demonstrated good accuracy with only one minor omission. Her self-correction shows strong monitoring skills. The pause indicates a moment of hesitation, but overall she reads fluently.

Example 2: Student Struggling with Word Recognition

Student: David Date: October 26, 2024 Text: "The Big Red Ball" (Simplified text for illustrative purposes)

The S a big red ball. The big red S ball bounced. I The ball was big.

Analysis: David exhibits significant word recognition difficulties. His substitutions and insertion indicate a lack of phonemic awareness and sight word vocabulary. Further assessment and intervention are needed focusing on phonics instruction.

Example 3: Student Struggling with Comprehension

Student: Maria Date: October 26, 2024 Text: (A short passage slightly above her reading level).

[Maria reads the passage accurately, but with several hesitations and repetitions].

Post-Reading Discussion: "What happened in the story?" Maria struggles to recall key details or summarize the plot.

Analysis: Maria demonstrates adequate word recognition, but her comprehension is weak. This suggests a need to work on strategies for understanding and remembering what she reads. Activities focusing on making inferences and connecting ideas would be beneficial.

Example 4: Student Demonstrating Fluency but Lacking Comprehension

Student: John Date: October 26, 2024 Text: (A passage at John's reading level)

[John reads the passage fluently with few errors, high WRPM].

Post-Reading Discussion: When asked about the meaning of the text, John provides superficial answers, not grasping the deeper meaning or themes.

Analysis: While John's reading is fluent, his lack of comprehension indicates a need for activities to enhance his critical thinking and engagement with the text.

Frequently Asked Questions (FAQs)

Q: How often should I conduct running records?

A: The frequency depends on the student's needs and your school's policies. For students who are struggling, more frequent running records (e.g., every few weeks) might be necessary. For students reading at grade level, less frequent assessments might suffice.

Q: What should I do with the data after conducting a running record?

A: Use the data to inform your instruction. Identify specific areas where the student needs support, and tailor your teaching to address those needs. Share the findings with parents or guardians to create a collaborative approach to supporting the student's reading development.

Q: Can I use running records for all students?

A: Yes, running records can be used with students of all ages and reading levels. However, the text selection needs to be appropriate for the student's abilities.

Q: Are running records the only assessment method I should use?

A: No, running records are a valuable tool, but they are best used in conjunction with other assessments, such as informal reading inventories, fluency checks, and comprehension assessments, to obtain a complete picture of a student's reading ability.

Conclusion

Running records are a powerful tool for educators to gain detailed insights into a student's reading process. They move beyond simple accuracy measures to offer a richer understanding of strengths, weaknesses, and strategies. By meticulously conducting and analyzing running records, educators can provide targeted instruction and support, ultimately fostering students' reading development and success. Remember to use the data to inform your teaching decisions, collaborate with parents, and celebrate students' progress along the way. The examples provided here serve as a starting point; the more you practice, the better you will become at identifying patterns and tailoring your interventions to meet the unique needs of each student. Remember that consistent monitoring and adaptation are key to effective reading intervention.