Running Record Assesment Excercise
Question
Conduct a running-record assessment with one child (two different books or passages). Analyze the running-record assessments and calculate accuracy rate. Write a report for the running-record assessment that includes the original running record, calculations, your conclusions, and recommendations for appropriate reading levels for the child.
A running record is a tool that assists teachers to recognize patterns in student reading behaviors. These patterns allow teachers to develop targeted reading strategies for individual learners. Running records are a diagnostic tool that should be used to develop instructional techniques. Running records should be administered during typical reading time activities. The perfect time to administer a running record is when a child is reading, and a teacher can sit beside a student, and with a blank running record, begin to administer the assessment.
Find the instructional level that challenges a student, but not so much that he or she is frustrated.
1. Instructional. This is a text that the child reads with between 90-94 percent accuracy and it can be used to teach the student to extend their reading skills.
2. Independent. Sometimes this level is labeled easy because the accuracy level is above 94 percent. The student can read without teacher support.
3. Frustration. A child's frustration or hard reading level is determined when the student's accuracy rate is below 90 percent.
Most classrooms have books that are leveled for young readers. Reading Recovery and Guided Reading are two examples of commonly used leveled books. A helpful book for identifying the level of children's books is listed below:
. Pinnell, G. S. & Fountas, I. C. (2006-2008). Guided Reading level: The Fountas & Pinnell Leveled Book List, K-8 2006-2008 Edition. Portsmouth, New Hampshire: Heinemann.
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Solution
Running a Record Assessment
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Word Count |
E=errors S-C=Self-Correction M=Meaning S=Structure V=Visual |
E |
S-C |
E M S V |
S-C M S V |
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7 |
✔ ✔ /aint ✔ ✔ ✔ When people Paint, they use different ✔ colors. |
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1 |
MSV |
MSV |
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13 |
✔ ✔ ✔ ✔ ✔ ✔ There are three colors to start. |
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21 |
✔ ✔ - of them ✔ ✔ ✔ ✔ The three colors are red, yellow, and - blue. |
1 1 |
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MSV MSV |
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31 |
✔ ✔ ✔ ✔ ✔ ✔ And red, yellow, blue together to make ✔ ✔ other colors. |
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38 |
✔ ✔ ✔ ✔ ✔ ✔ ✔ Add red to yellow to make orange. |
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45 |
✔ ✔ ✔ ✔ ✔ ✔ ✔ Add blue to yellow to make green. |
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52 |
✔ ✔ ✔ ✔ ✔ ✔ ✔ Add red to blue to make purple. |
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58 |
✔ ✔ ✔ turn them ✔ Add black to make colors dark. |
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MSV |
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64 |
Add white to make colors light. |
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1 |
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MSV |
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73 |
✔ ✔ ✔ ✔ ✔ ✔ Add red, yellow, blue, green, orange, ✔ ✔ ✔ and purple together. |
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77 |
✔ ✔ ✔ - What do you get? |
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1 |
MSV MSV |
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83 |
✔ ✔ ✔ ✔ ✔ ✔ All the colors together make brown! |
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TOTALS |
8 |
3 |
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WCPM: |
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Error Rate: 1:10 |
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Accuracy Rate: 90 |
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Self-Correction Rate: 1:4 |
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- Accuracy Rate
Accuracy rate=(total words read- total errors)/total words read*100
- Self Reflection Rate
(Number of errors+number of self-corrections)/number of self corrections
As a ratio, the self reflection rate= ¼= 1: 4
Therefore, it is true to say that the student has the potential to make corrections correctly.
- Error Rate
In this case, for every error the student makes, about 10 words are read well.
Report
I conducted a running-record assessment where I analyzed my student's accuracy rate for two different passages. The accuracy rate was determined by determining the word count read correctly divided by the sum words in each passage. After assessing a student's ability to read, it is important to analyze the results in order to determine what conclusions are supported by the data (Double, Joshua, and Therese, 490). In this instance, two reading passages were analyzed along with the words that were read correctly as well as incorrectly. After calculating the number of correct words out of the total number of words in each passage, it was found that the student could be considered an instructional-level reader since her accuracy rate was between 90 and 94. This means that she can read these passages independently and use them to increase her skill level. I also concluded that she should be able to read at the level of independent without teacher support, but is not yet ready to attempt level of frustration reading assignment whose accuracy rate would fall below 90. Based on these conclusions, I recommend that my student continue to practice reading at the level of instructional and independent. I also recommend that he continue to work on increasing his accuracy rate so that he can eventually read at the frustration level.
References
Double, Kit S., Joshua A. McGrane, and Therese N. Hopfenbeck. "The impact of peer assessment on academic performance: A meta-analysis of control group studies." Educational Psychology Review 32.2 (2020): 481-509.
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