Ashley Suarez ELD 307 3/28/13 Miscue Analysis

The running record and miscue analysis assessment is used to assess the students reading skills. The purpose of the running record assessment is to check the childs comprehension, reading fluency, and decoding of the reading. This also allows the teacher to understand the independent, instructional, and frustration levels for all of the students. In order to assess comprehension, the student is required to answer follow-up questions about the reading. The miscue analysis refers to noting the mistakes the student made during the running record, and determining what the mistake means or what kind of mistakes they are. The assessment begins with the student being instructed to read an instructional level text that has not been read by the student before. As the student begins to read, the teacher should also have a copy of the text, and follow along with the students reading, marking down which words the student says correctly, which words the student struggles with, which words the student adds, and which words the student leaves out. It is encouraged that the student is not helped during this assessment. After the student finishes reading the text, the teacher talks to the child about what was just read. This follow up shows how much the student comprehended the reading. For the miscue analysis, the teacher is required to determine the accuracy rate of the students reading, as well as the error rate and the self-correction rate. The error rate is determined by the total number of words divided by the total number of errors. The

accuracy rate is determined by the difference between the total number of words read and the total number of errors, divided by the total number of words read, multiplied by 100. A student whose accuracy rate is between 95 and 100% means that the student is on an independent level of reading. A student who falls in the instructional level of reading received a score between 90 and 94%. A student who receives an accuracy rate of 89% or below experiences a frustration level of reading. The self-correction rate is determined by the number of errors combined with the number of self corrections, divided by the number of self corrections. A student who scores a rate of 1:3 or less is said to be selfmonitoring his or her reading. The student I decided to assess happened to be of a lower level of reading. My teacher had explained that the student found it difficult to focus and read. I chose to assess the student in the hallways where it was easier for the student to concentrate on his text. As the student read, I noticed he self corrected himself quite a few times, as well as omitted a few words. After the student finished and I analyzed my findings, I noticed the student had seven self corrections and four errors. The student was also able to read relatively fluently. My findings showed me that the reading was on an instructional level for the child, which was effective. The student was also able to retell events that had happened in the text, as well as answer other follow up questions. After using this assessment on the child and finding the information about the students reading, I find that I would be able to use this to help teach the student by having the student work more closely on reading sentences and focusing on the content and each word in the text.