Professional Documents
Culture Documents
ELD 307
McKool
Assessment 3
Running Record
The purpose of this assessment is to assess the “students phonics and word attack skills
development (Reutzel & Cooter p.38).” By doing this I am able to see if the student has improved his or
her reading skills through out the year. After evaluating the assessment I will be able to determine what
the student needs to work on to improve his or her reading skill. From this assessment I can also figure
Jim is a seven year old first grader at Wicoff elementary school. Academically Jim seems to be
on a first grade level. When it comes to reading he has some trouble but he works through it and is not
discouraged when he makes mistakes. The assessment was conducted during the day in the students
classroom. I administered the assessment at a table in the classroom that was separated from the other
students in the class so he was not distracted. At first Jim seemed a bit nervous but once I explained to
him that I needed his help he was eager to get started. I sat next to Jim during the assessment so I was
The method used for this assessment was a running record. The running record is the “most
widely used method teacher’s use to follow students’ phonics and word attack skills development
throughout the year (Reutzel & Cooter p.38).” For the running record assessment I chose a book for Jim
to read using only the first one hundred words which I had counted out prior to the assessment. Using a
piece of paper and pen I followed along as Jim read aloud. For every correct word Jim read I placed a
check mark on my piece of paper. I took note of words he pronounced incorrectly, omitted, added and
self corrected. I then evaluated my findings to see Jim was at in his reading and to find the areas that
needed improvement.
After conducting the running record and scoring the responses I learned a lot about Jims phonics
and word attack skills. From the assessment I was able to see that he had an error rate of ten percent,
leaving his accuracy rate at ninety percent. According to Clay, a New Zealand educator this would place
Jim at the Instructional level which is ideal for teaching (Reutzel & Crooter p.42). This came as a surprise
to me at first. Listening to Jim read the story he appeared to have little to no problem reading the book
but after looking at it on paper I was able to see all the miscues he had made. The majority of Jim’s
miscues was due to the name of the child in the story. The main character was “Debbie”, Jim confused
this word with “David.” Once he established that this was the name of the child in the story he repeated it
each time he saw “D.” After reading about miscues I came to the conclusion that Jim used semantic
clues to come up with the name of the child. To him it made sense because the child in the story was
playing baseball which is associated with boys. Also Jim may have used visual cues as well, the first
letter is “D” and the name “David” begins with the same letter. The majority of Jim’s errors came from
semantic miscues. To him they made sense but did not match up with what the author wrote. Jim
substituted a few words here and there but then self corrected himself and at one point omitted a word but
was unaware that he skipped over the word. From my findings I am able to see that Jim is visually aware
of what he is reading and it sounds right to him but in context does not make sense. Using this
information I would find a way to help him improve the meaning behind what the author is writing.
Using my findings about Jim’s reading level I would adjust my instruction to help him become
better at understand what the author is writing. Jim is able to use visual and structure cues to help him
with his reading but has difficulty making sense of it. Having the ability to make sense of what you are
reading is an important skill to have as a reader. It allows you to better understand what you are reading
and can help in identifying words that one may not be able to read while still making sense. Using what I
learned about Jim I would think about working with him one on one with a book that is his level or lower.
By doing this I know that he will be able to read all or most of the words in the story. I would have him
read a line or two and then discuss with him what he read. I would ask him to look at the picture and
• Reutzel, D. Ray, and Robert B. Cooter, Jr. The Essentials of Teaching Children to Read: the Teacher