5. Describe the process of doing a running record on a child s reading. How would you do this?

How are you going to administer a running record procedure, and how will you interpret the results of a running record of a child s reading?

This question asks me to describe the process of performing a running record on a childs reading. I first feel the need to define what a running record is and explain what kinds of things are contained within one. Then I can describe this process being used on a child that is reading, for example what I would be looking for and recording. The second part of the question asks me how I would administer this procedure, which to answer this I will have to consult my Pearson Custom Education textbook in the section about running records. Once I have done my research I can include this with specific detail into the answer with paragraph format. The third part of the question asks how I will interpret the results of the running record which again this will take some research in my textbook. A running record is used quite frequently with the youngest group of readers in the emergent literacy programs. It is essentially an assessment that we use to measure a childs performance, comprehension, and sometimes even behavior during a selected reading. It is a very powerful observation tool when done correctly and can almost take you into the mind of the child to see exactly how they interact with printed words and letters! During a running record you look for things like omissions, repetition, self-corrections, and substitutions just to name a few. The handy thing about these records is that one can often find books that already have the format for doing a running record, what I mean is that the text from the book is already on the teachers copy that comes with the book! Also, they often come with their own results page and symbol sheet that one can refer to but it would be more helpful to use the same symbols every time that a person is familiar with and an educator needs to use their own professional judgment because they know the kids best. To start off the process of administering the running record one will need to find a place that you are able to work quietly one on one with the child, do not take them into a place where they have to fight to keep focus as it will give you false results! It is also a good idea to be seated on a side of the student that is comfortable and allows one the position the paper away from the view of the student. At this point, the person administering the running record should

already have some different leveled books picked out so now they can explain to the student that they want them to read the book aloud. It is also a good point to warn them that you will be writing a few things down but not to worry about it. Select the grade-level book and ask the child to start reading and to try their best to spell out words but if they cannot than move on. You should already have the symbols known and memorized so once the child has begun the reading you should be able to listen very carefully to each word and have your record following along and noting all of the little things you hear. After you have marked all the errors on the running record you can move to a place where a child cannot see the scoring so you will be more comfortable. In running records there are often boxes to the side that allow you to state what kind of information the child used in making self-corrections and errors. The options are usually M-eaning, V-isual, S-elf Correction, and S-yntax in which you could just write the first letter in the appropriate column. To note these kinds of things you will have to keep your eyes on the child at all times. For example, if they child is using visual cues you will need to see them examining the illustrations and getting words mixed up or wrong. If the child was using meaning than you can probably easily note this because they know the subject matter of the story and may just be filling in when they are unsure (almost like a child that cannot read and makes up a story). Selfcorrections are much more obvious because the child may say a word and realize it is incorrect and later find the correct word. After you have done the marking of the students reading and you have noted the different cues the student used in making the errors and self-corrections than you can begin to score and calculate. There is usually a box that allows you to total the number of errors and self-corrections at the end of the columns in most of the ones I have seen. Then after you have filled in these columns you can calculate the error rate, accuracy rate, and self-correction rates. The accuracy rate is one of the most important because it lets the educator know whether or not the reading was appropriate, it compares the total words read with the errors in most formulas that you will see. Most of the time one will see the accuracy rate in a percentage form. The selfcorrection rate is how many errors the student corrects by themselves which is usually noted as a ratio. The error rate denotes that out of every error how many words following were read correctly.

Now that you have started the scoring process you can begin to look towards the results and how you wish to use them in the childs reading process. Obviously you can use the results to know the childs accuracy, error, and self-correction rates as previously discussed but a lot of educators use it to find out exactly what cues or patterns the particular student uses most when he or she reads. It is a good idea to know where your children are in their reading development and if you pay attention to everything during the running record than you will come out with very good insight into the way they read. I think that using this running record to keep progress of your students as you help them along is also appropriate if done accurately. It would be a hands-on way to see progress or regression in the students reading. One more way that the running records are often used are to place the child in an instructional level of reading, because of the fact that you can use various leveled books and find that area that isnt easy, hard, or frustrates. There are many ways that an educator can use the running record results! In this question I was asked to describe the process of a running record, explain how it is used with a student who is reading, the administration of the running record, and how one could interpret the results. A running record overall is a wonderful tool to use with young readers because they are an almost secretive way to observe them reading and recording what mistakes, cues, and self-corrections they are making. I would have a paper with the text from the book on it with enough room to make recordings and note behaviors that I see from the childs reading. This is a one-on-one process that allows you to discover how the child is reading and whether or not they are making progression. The results inform you of accuracy rates, self-correction rates, and error rates and through all of this you are often able to find an instructional level of reading. Running records are widely used because not only are they a handy tool to have around but allow us into the mind of the child while he or she is reading!