Professional Documents
Culture Documents
Running Records equip the teacher with a tool to track students in their reading
progress throughout a school year. This report details the miscues made by the learner while
reading the text Fishy Story. The learner was at the first grade level at the time of this
assessment, which can be evidenced by the C level text he was being recorded on for this
running record. The demographics of the learner could not be determined, as the video did
not present any visual information or provide any sort of description about the learner. The
total running words of the text Fishy Story were 105 and the reader made 6 errors during the
reading. The total error rate for the reading of this text was 1:15, and the learner self-
corrected 1:8 of his errors while reading. As a result, the learner achieved a 94% reading
accuracy rate, indicating the text was of an appropriate instructional level for the learner.
The learner read the C level text Fishy Story at a 94% accuracy rate, resulting in an
instructional designation for his reading ability at this text level. The majority of the readers
struggles resulted from breakdowns in the syntactic and visual cueing systems of the learner,
as the reader had a tendency to add words to sentences, structurally alter them, or miss the
correct letter sound correspondence pronunciation. For instance, the reader utilized the word
that to bridge a couple of sentences of the text, in an apparent effort to keep his flow of
reading. A possible reason for the learners utilization in bridge words during his reading
could be an attempt at phrasing by the learner, as this fluency strategy helps the reader draw
meaning from the text through chunking words into meaningful phrases. Which could result
in a developed tendency for the learner to add words to sentences that are not there. In
addition to the syntactical alterations from the learner while reading, the learner could not
distinguish Tuesday from Thursday, and had trouble with the syllabication of the words
caught, big, and cat, indicating possible graphophonics breakdowns. The breakdown in
graphophonics is symptomatic of the learner possibly trying to hasten his pacing during the
running record, or that the learner was possibly reading through picture cues, rather than just
the text. Furthermore, the learner did not have any semantic breakdown during the reading,
and was proficient in his pitch and diction throughout the text.
Based on this running record, the C text level is an appropriate instructional text level
for this emergent reader. Recommendations for further instruction that would benefit this
enhanced support in the graphophonics and syntactic cueing systems of reading. For
example, increased graphophonics support could alleviate the learners difficulty with
syllabication, as evidenced by the mispronunciations of caught, cat, and big in his reading
of Fishy Story. A supplemental strategy to improve this element of the learners reading could
also be increased instruction on single letter sounds, combination letter sounds, and relating
letter sounds to their placement in a word. This would serve to increase the learners
recognition of varying letter-sound strategies, as well as provide the learner a way to isolate
and concentrate on syllables that he has trouble pronouncing. Strategies to improve the
learners syntactical reading cues, could be to cut up the sentences for the learner, and then
have the learner repeat them in whole, which would serve as a way to slow the reading
process down for the learner, and model proper sentence structure. Other general strategies
that should be considered to improve the learners reading are increased time spent reading,
an emphasis on sentence structure worksheets, and further writing practice. In summation,
the specific learning strategies that would best engage these aforementioned domains of
learning and progress the learners reading ability would be increased work with letter sound