Running Records

Running records are an effective way in levelling literacy within the class room, as well as more importantly identifying children at either ends of the spectrum which require additional or alternative focus. Levelled reading assessment can be done by taking a running record using a book that you believe is close to the child’s developmental level. The taking of running record allows you to record a child’s reading level and reading behaviour, as he or she reads from the book. Running records can be taken on a book that has never been seen by the reader or one that has been read once or twice.

The Running Record
There are two distinct parts to assessing students: the running record and a comprehension check. When you perform a running record, symbols and marking conventions are used (as outlined in Table 1) to record a child’s reading as he or she reads from the book. Following the reading session, calculate the reading rate, error rate, and self-correction rate, and enter them in the boxes at the bottom of the page. The formulas fpr calculating these rates can be found in the Scoring section.

Familiarize yourself with the following terms, before using the running record form:
Errors (E)
Errors are tallied during the reading whenever a child does any of the following:

· Substitutes another word for a word in the text

· Omits a word

· Inserts a word

· Has to be told a word by the teacher administering the running record

Self-correction (SC)
Self-correction occurs when a child realizes his or her error and corrects it. When a child makes a self-correction, the previous substitution is not scored as an error.
Meaning (M)
Meaning is part of the queuing system in which the child requires a que and takes his or her cue to make sense of text by thinking about the story background, information from pictures, or the meaning of a sentence. These ques assist in the reading of a word or phrase.
Structure (S)
Structure refers to the structure of language and is often referred to as syntax. Implicit knowledge of structure helps the reader know if what he or she reads sounds correct.
Visual (V)
Visual information refers to the look of the letter in a word and the word itself. A reader uses visual information such as phonemes, syntax and phonetics when he or she studies the beginning sound, word length, familiar word chunks, etc.

How Often to Take a Running Record
Running records should be taken with greatest frequency at the earlier stages of reading. Children not progressing at the expected rate should be assessed even more frequently than the schedule suggested below.

· Emergent readers: every 2 to 4 weeks.

· Upper emergent readers: every 4 to 6 weeks.

· Early fluent readers: every 6 to 8 weeks

· Fluent readers: every 8 to 10 weeks

How to Take a Running Record

· Select a book that is appropriate to the child’s reading level. Explain to the child that they will read out loud as you observe and record their reading.

· With the running record form in hand; sit next to the child so that you can see the text and the child’s finger and eye movements as they read the text.

· As the child reads, mark each word on the running record form by using the symbols on the chart that follows. Place a tick mark above each word that is read correctly.

· If the child reads incorrectly, record above the word what the child reads.

· If the child is reading too fast for you to record the running record, be sure to ask them to pause until you catch up.

· Pay attention to the reader’s behaviour as he or she reads. Is the child using meaning (M), structural (S), and visual (V) cues to read words and gather meaning from the text?

· Intervene and interrupt as little as possible while the child is reading.

· If the child is stuck and unable to continue, wait 5 to10 seconds before telling them the word. If the child seems confused, indicate the point of confusion and say, “Try again.”

Analysing and Scoring a Running Record

Qualitative Analysis
The qualitative analysis which takes place following the reading record, is based on observations that you make during the running record. It involves observing how the child uses the meaning (M), structural (S), and visual (V) ques to help him or her read. This includes paying attention to fluency, intonation, and phrasing. Refer back to any prompts you offered the child and how they responded to these prompts - all of these things will help you to form a picture of the child’s reading progress.

Scoring
The information gathered while doing a running record is then used to determine error, accuracy, and self-correction rates. Directions for calculating these rates are given below. A combination of calculated rates, qualitative information and the child’s comprehension and narrative meaning of the text can then be used to determine a child’s reading level.

Error Rate
Error rate is expressed as a ratio and is calculated by dividing the total number of words read by the total number of errors made.
Total words / total errors = Error rate
For example:
120 / 6 = 20
The ratio is expressed as 1:20. This means that for each error made, the child read 20 words correctly.

Accuracy Rate
Accuracy rate is expressed as a percentage. You can calculate the accuracy rate by using the following formula:
(Total words read – total errors) / total words read x 100 = Accuracy rate.
Example:
(120 – 6) / 120 x 100 = Accuracy rate
114/120 x 100 = Accuracy rate
.95 x 100 = 95%

Accuracy rate can be used to determine whether the text read with sufficient competency to allow future independent reading, at the correct level for the child, or too difficult for the reader. The breakdown of these three categories is as follows:

Category description	Accuracy rate range
Easy enough for independent reading	95 – 100%
Instructional level for use in levelled reading session.	90 – 94%
Too difficult and will frustrate the reader	89% and below

Self-correction Rate
Self-correction is expressed as a ratio and is calculated by using the following formula:
(Errors + self-correction) / self-correction = Self-correction rate
Example:
(10 + 5) / 5 = SC
15 / 5 = SC
3 = SC

The SC is expressed as 1:3. This means that the child corrects 1 out of every 3 errors. If a child is self-correcting at a rate of 1:3 or less, this indicates that she or he is self-monitoring her or his reading.

After the Reading

Retelling
After the child reads the benchmark book and you record a running record, have the child do an oral retelling of the story. Ask the child to close the book and then tell you about the story in as much detail as they can remember. If the child has difficulty recounting parts of the story or remembering certain details, you can use prompts such as "Tell me more about ......" or "What happened after…." Observe the retelling for information the child gives about:

· Characters

· Sequence of events

· Plot

· Problem and solution

· Response to text-specific vocabulary and language

· Narrative meaning

Retelling Checklist

· Can the child tell you what happened in the story their own words?

· Does the child include details about the characters in the retelling? Can they explain the relationships between the characters?

· Can the child describe the setting? How detailed is the description?

· Can the child recall the events of the story, and place them in the correct sequence?

· Can the child identify the problem and the resolution?

· Does the child use vocabulary from the text within their retelling?

· Does the child’s retelling demonstrate minimal, adequate, or very complete and detailed narrative understanding of the text?

Student Talk
After the reading, talk to the child about some of the things done during the reading - make sure reinforce certain behaviour with praise and with comments and questions that further focus on specific reading patterns. For example, after the child reads the text, you might focus on self-correction by asking "How did you know it was people and not persons?"

Observation Checklist
In addition to the things revealed by the running record and retelling, there are additional aspects which should also be noted. The detail you should look for will vary with the reading level, however include the following:

· Does the child have competence in one-to-one correspondence, return sweep etc.?

· Did the errors made by the child make some grammatical sense or sound phonetically right?

· Did the child attempt to self-correct?

· Did the child use the meaning, structure, and visual cues to identify words and convey meaning from the text? Did this occur from text or illustrations or a combination of both?

· Did the child make an attempt to read a word before asking for assistance?

· How was the child’s word fluency?

· Did the child seem to recognize reoccurring or common phrases?

· Were there many mid sentence pauses for thinking? Were the pauses lengthy?

· How was the child’s expression or intonation?

Assessing children’s reading progress is essential to maintaining a steady developmental rate. The combination of information gained from the recording and analysis of a running record, including qualitative analysis, and analysis of a child’s retelling will help you select the appropriately levelled reading books for children. It is important to note, it does the reader little good to be placed at a reading level that is too difficult for him or her. Running records will help you match children with the appropriate level of reading materials.