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Running Record Assessment

This running record assessment was conducted on a 6-year-old student named Susie to evaluate her reading abilities. The student read a 207-word book that was one level above her reading level, and she correctly read 200 words, achieving a 97% accuracy rate. Though most of her 7 miscues were visual errors, she struggled particularly with the word "wasn't," misreading it multiple times. Based on the assessment, the teacher plans to provide mini-lessons on combining words like "was" and "not," as well as encourage more independent reading practice to further develop Susie's skills.

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Christine OBrien
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101 views2 pages

Running Record Assessment

This running record assessment was conducted on a 6-year-old student named Susie to evaluate her reading abilities. The student read a 207-word book that was one level above her reading level, and she correctly read 200 words, achieving a 97% accuracy rate. Though most of her 7 miscues were visual errors, she struggled particularly with the word "wasn't," misreading it multiple times. Based on the assessment, the teacher plans to provide mini-lessons on combining words like "was" and "not," as well as encourage more independent reading practice to further develop Susie's skills.

Uploaded by

Christine OBrien
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Christine OBrien

Running Record Assessment

Purpose of the Assessment:


The purpose of this assessment is to practice a great way of evaluating a student’s
reading abilities, regarding their fluency and reading skills. This assessment could be
used to learn about a student’s reading level or even their reading toolbox. Ray Reutzel
and Robert Cooter, Jr. detail the process of running records in their book, The
Essentials of Teaching Children to Read (2009). According to their book, the most
important part to a running record is to determine which cueing method a child uses
when reading. Knowing whether they use visual, semantic, or structure will help to
better educate the child.

Introduction of the child and setting:


“Susie” is a 6-year-old girl from Plainsboro, New Jersey. She is a struggling reader, and
reads more slowly than others. This makes her a good candidate for my first running
record assessment. We sat down in a quiet corner during reading time. I asked her to
read me a short book (I later counted and found it had 207 words), which she happily
read to me. It was one level above her reading level (she is a level G, the book was a
level H). She read to me during the designated reading time in the classroom, which
was roughly 20 minutes before lunch time.

Methodology for using the assessment tool


Susie chose a book of her liking, which was luckily rather short. I sat knee-to-knee, eye-
to-eye with her, clipboard in my lap, ready to listen to her story. Every time she read a
word, I made a check mark. Following Reutzel and Cooter’s method of annotating the
running record, I made notations of her miscues, etc. Since Mrs. Shwom performs
DRA’s with the students, Susie was not surprised that I was taking notes during her
reading. I would periodically look up and smile at her, reassuring her that my attention
was on her story.
Description of findings
Susie read two hundred of the two hundred and seven words correctly, giving her a
97% accuracy. This percentage, according to Reutzel and Cooter’s research (based on
Marie Clay’s 1972 book) places Susie in the independent level of reading. Within
Susie’s seven miscues, she only self corrected once, giving her a 14% self-correction
rate. Susie miscued the word “wasn’t” four of the seven times. Of the miscues, one word
was skipped, one word was inserted, and another required teacher assistance. Of the
seven miscues, five of them were visual.

Informing Instruction
Based upon these findings, I think the first thing I might teach is a mini-lesson on
combining two words, for example “was not” to create “wasn’t.” This was clearly
something that Susie did not know, and would definitely benefit from. Since she uses
terms such as “wasn’t” and “it’s” in everyday language, she has just not seen it in written
form. This was the major mistake within her reading; her constant misuse of the word
“wasn’t” threw her under the bus, for lack of a better phrase. I would also highly
encourage Susie to practice, practice, practice. Based upon her 97% accuracy of a
book above her level, I might reassess her reading level based upon this assessment. It
is quite possible that Susie has progressed!

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