Example Of A Running Record

Understanding and Utilizing Running Records: A Comprehensive Guide with Examples

Running records are an invaluable assessment tool for educators, providing insights into a student's reading development. They offer a detailed, qualitative snapshot of a student's reading abilities, going beyond simply noting the number of words read correctly. This article provides a comprehensive guide to running records, including examples illustrating different reading levels and strategies for effective implementation. We’ll explore the process of conducting a running record, interpreting the data, and using the information to inform instructional decisions. Understanding running records is crucial for teachers aiming to provide differentiated instruction and support struggling readers.

What is a Running Record?

A running record is a form of assessment where a teacher carefully observes and records a student's oral reading performance. It's more than just counting correct and incorrect words; it meticulously documents how a student reads, paying close attention to their strategies, errors, and self-correction behaviors. The teacher marks the student's reading on a copy of the text, noting errors, self-corrections, and other significant observations. This detailed information helps teachers pinpoint specific areas where the student needs support and tailor instruction accordingly. The process allows for a nuanced understanding of a student's reading proficiency, encompassing accuracy, fluency, and comprehension.

Key Components of a Running Record

Several key elements constitute a comprehensive running record:

• Accuracy: This refers to the percentage of words read correctly. While important, accuracy alone doesn't tell the whole story.
• Fluency: Fluency involves the speed, accuracy, and expression with which a student reads. A fluent reader reads at an appropriate pace, with proper intonation and phrasing.
• Comprehension: Understanding the meaning of the text is paramount. Running records often incorporate post-reading questions to gauge comprehension.
• Error Analysis: The type of errors made provides crucial insight. Are they phonetic errors (mispronunciations), semantic errors (meaning-based errors), or syntactic errors (grammatical errors)? Identifying error patterns can illuminate specific skill deficits.
• Self-Correction: The ability to identify and correct errors independently is a crucial indicator of reading proficiency. Frequent self-corrections show metacognitive awareness and strong reading skills.
• Reading Strategies: Running records document the strategies a student employs while reading, such as using context clues, sounding out words, or rereading sections.

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

The process of conducting a running record involves several crucial steps:

1. Selecting the Text: Choose a text at an appropriate level for the student. The text should be slightly challenging but not frustratingly difficult. Ideally, the text should be unfamiliar to the student.

2. Preparing the Text: Make a copy of the text for recording. You will mark directly on this copy.

3. Observing the Student: Observe the student as they read aloud. Be attentive to their reading behaviors, paying close attention to their accuracy, fluency, and comprehension.

4. Recording the Reading: Use a system of marking to record the student's reading. Common markings include:

   • Correct reading (✓): A checkmark indicates a correctly read word.
   • Substitution (S): The word the student substituted is written above the word in the text.
   • Omission (O): A circle around the omitted word indicates a word skipped.
   • Insertion (I): An insertion is indicated by adding the inserted word above the line.
   • Self-correction (SC): Note self-corrections with an "SC" above the corrected word.

5. Asking Comprehension Questions: After the reading, ask comprehension questions to assess the student’s understanding of the text. These questions should target different levels of understanding (literal, inferential, and evaluative).

6. Analyzing the Data: Once the running record is complete, analyze the data to identify patterns in the student’s reading behaviors, strengths, and areas for improvement.

7. Using the Results: Use the data to inform your instructional decisions. Develop targeted interventions to address the student’s specific needs.

Examples of Running Records

Let's look at two example running records to illustrate the process and the types of insights they provide.

Example 1: A Student at an Independent Level

Let's assume the text is a short paragraph from a children's book: "The sun shone brightly. Birds sang sweetly in the trees. A little girl skipped happily along the path."

Student's Reading:

The sun (✓) shone (✓) brightly (✓). Birds (✓) sang (✓) sweetly (✓) in (✓) the (✓) trees (✓). A (✓) little (✓) girl (✓) skipped (✓) happily (✓) along (✓) the (✓) path (✓).

Analysis: The student read this paragraph fluently and accurately, demonstrating independent reading level. There were no errors or self-corrections needed. Post-reading comprehension questions would confirm understanding.

Example 2: A Student at an Instructional Level

Let's use the same paragraph but imagine a different student struggling more:

Student's Reading:

The (✓) sun (✓) shone (✓) bright (S – "brightly")ly (SC). Birds (✓) sang (✓) sweet (S – "sweetly")-ly (SC) in (✓) the (✓) tree (O – "trees"). A (✓) little (✓) girl (✓) skip (S – "skipped")ped (SC) happy (S – "happily")-ly (✓) along (✓) the (✓) path (✓).

Analysis: This student demonstrates an instructional level. While the student made several substitutions and one omission, they effectively self-corrected most errors, indicating good metacognitive skills. Instructional focus should be placed on strengthening vocabulary and sight word recognition (“sweetly”, “happily”). The omission of "s" in "trees" shows a need for plural morpheme instruction.

Example 3: A Student at a Frustration Level

Using the same paragraph again, let’s look at a student experiencing significant difficulties:

Student's Reading:

The (✓) sun (✓) shon (S - "shone")... um... (pause) shone (✓) bright (S – "brightly")... Birds (✓)... sang (✓)... sweet (S – "sweetly")... in (✓)... uh... (pause)... the (✓)... tree (O – "trees"). A (✓) little (✓)... girl... (long pause) ...girl (✓) ... skipped (✓)... along (✓)... the (✓)... path (✓).

Analysis: This student displays a frustration level. There are numerous substitutions and hesitations, demonstrating a lack of confidence and significant difficulty decoding. Post-reading comprehension will likely be low. Intervention would need to focus on foundational skills, such as phonics and phonemic awareness. The student is experiencing significant decoding difficulties, which inhibits comprehension.

Interpreting Running Record Data: Accuracy Rate, Error Analysis, and Instructional Implications

Once a running record is complete, it's crucial to interpret the data effectively. This involves calculating accuracy rate, analyzing error patterns, and determining instructional implications.

Accuracy Rate: This is calculated by dividing the number of words read correctly by the total number of words read. Generally, the following benchmarks are used:

• 95% or higher: Independent reading level. The student can read the text with minimal support.
• 90-94%: Instructional reading level. The text is challenging but manageable with support.
• Below 90%: Frustration reading level. The text is too difficult for the student, and significant support is needed.

Error Analysis: Analyzing the types of errors made is critical. Different error patterns point to specific areas of weakness:

• Phonetic errors: Indicate difficulties with letter-sound correspondence and decoding.
• Semantic errors: Suggest problems with vocabulary and comprehension.
• Syntactic errors: Highlight difficulties with grammar and sentence structure.

Instructional Implications: Based on the accuracy rate and error analysis, teachers can develop targeted instructional plans. For example:

• Independent level: Focus on expanding vocabulary, improving fluency, and enhancing comprehension through higher-level activities like discussions and independent projects.
• Instructional level: Provide explicit instruction in areas of weakness identified through error analysis. Use guided reading, repeated readings, and other strategies to build skills.
• Frustration level: Focus on foundational skills, such as phonics and phonemic awareness. Use highly supportive materials and strategies.

Frequently Asked Questions (FAQ)

Q: How often should running records be conducted?

A: The frequency depends on the student's needs. For students struggling with reading, more frequent running records (e.g., every few weeks) might be necessary. For students reading at grade level, less frequent assessments (e.g., every couple of months) may suffice.

Q: What is the difference between a running record and an informal reading inventory (IRI)?

A: While both assess reading ability, IRIs typically involve a wider range of assessments, including oral reading, silent reading, and retelling, providing a more comprehensive profile. Running records focus specifically on the details of oral reading performance.

Q: Can running records be used with older students?

A: Yes, although the texts used would be adjusted for age and reading level. The principles of observing accuracy, fluency, and comprehension remain the same.

Q: How can I use the data from running records to differentiate instruction?

A: Running record data informs decisions about grouping students for instruction, choosing appropriate texts, and planning targeted interventions. The data helps pinpoint specific skills that need to be addressed.

Q: What are some alternative assessment methods to use alongside running records?

A: Other methods include anecdotal notes, observations during reading activities, portfolio assessments, and other informal and formal reading assessments.

Conclusion

Running records are a powerful tool for assessing reading development. By systematically observing and recording a student’s reading behaviors, teachers gain valuable insights into their strengths and weaknesses. This information is crucial for making data-driven decisions about instruction, providing differentiated support, and ultimately fostering a love of reading. Regular use of running records, coupled with effective analysis and implementation of instructional strategies, leads to significant improvements in students' reading abilities. Mastering the art of conducting and interpreting running records empowers educators to become effective reading specialists, ensuring every student can access and enjoy the world of literature.