Running text read logs and error parsing at the mid-tier

A continuous record (or modified error analysis) is when a student reads aloud and the teacher records each error made on a duplicate copy of the text. It is an important assessment tool for several reasons:

• First, it allows the teacher to identify an appropriate reading level for the student.
• Second, it reveals how well a student is self-monitoring their reading.
• Finally, identify what reading strategies a student is using (or not using).

Running Records enables teachers to run a differentiated, assessment-based program that targets the specific needs of their students.

WHAT ARE CURRENT RECORDS?

error analysis

• Miscues are more than just “oral reading mistakes,” but a way to understand children’s existing reading strategies and help students learn new, more effective strategies.

Log Execution

• A Running Record is a simplification for the teacher to run an error analysis in the busy reality of the classroom (Clay, 1985). PM Benchmarks is an example of a commercial resource that offers a graded text reader program for use in benchmarking. Although primarily designed and used with young children, a continuous record can provide important information for the intermediate teacher.

Informal reading inventories

• Robb (2000) argues that continuous recordings are appropriate for students “in the emerging and early stages of reading” or poor readers, but recommends using a reading inventory to complete a modified error analysis of oral reading of intermediate students.
• Informal reading inventories are similar to continuous records. They consist of scored word lists (to determine sight vocabulary – Word Recognition) and scored story passages (to determine literal and inferential comprehension – Comprehension).

Informal reading inventories are usually given to all students in the fall and again in the spring if possible to note growth and change (Cohen & Wiener, 2003). By comparison, Running Records are administered more often to guide instruction.

WHY WE USE THIS TOOL (THEORETICAL BACKGROUND)
Psychologist Lev Vygotsky (Mind in Society, 1978) coined the term “zone of proximal development” as the level of difficulty between what a student can do independently and what he can do with support.

• Students working below the zone won’t learn as much because the work is too easy.
• Students working above the zone will not benefit as much because the text is too difficult. “When the text is too difficult, understanding is simply impossible.” (Fountas and Pinnell, 1996b, p. 156)
• Students working in the zone will experience the most growth because they are working at the forefront of their learning zone. (Au, Carroll and Scheu, 1997)

The goal is for students to read the area. Ongoing record/error analysis allows us to identify at what level students are reading so that students read texts correctly.

HOW THIS TOOL HELPS WITH INSTRUCTIONAL DECISIONS
Running Records enables teachers to make data-driven decisions to guide whole class instruction (using modeled or shared reading), small group instruction (guided reading), and to ensure students adequately read challenging texts during independent reading . Error analysis allows you to run a specific and differentiated program:

1. Identify particular difficulties a student might be having. (Assessment for Learning)
2. Help in the creation of homogeneous guided reading groups. (Differentiated Instruction)
3. Monitor a student’s progress.
4. Allow different students to move at different speeds. (differentiated growth)
5. Provides valuation and evaluation data for informational purposes.

HOW WE USE THIS TOOL

Both the teacher and the student have a copy of a leveled text. As the student reads aloud, the teacher takes notes on their copy of the text. Every error is logged and a standardized set of conventions are used for logging errors. Questions are usually asked at the end to gauge understanding. An error analysis should take about 10 minutes. (See the appendix for instructions.)

Text samples are usually between 100 and 200 words. It is suggested that a student read from several different levels of texts: an easy text (95-100% correct), an instructional text (90-94% correct), and a difficult text (80-89% correct). These three samples can provide information about students’ strengths (using easier texts) and weaknesses (using more difficult texts) (Clay, 1985).

ANALYSIS
A miscue analysis can determine the level of text the student should be reading, whether they are self-monitoring when reading, and the types of decoding strategies they are using.

1. Identify an appropriate reading level (accuracy index)
2. Identify how well a student is self-monitoring while reading (Self-correction rate)
3. Identify what reading strategies a student is using (or not using)

CHALLENGES FACED IN IMPLEMENTATION IN THE CLASSROOM

• The challenge in the intermediate classroom is to create time during the literacy block to do ongoing recording/gap analysis. Students need to be coached to do other things to buy time for the teacher to do gap analysis or guided reading groups.
• A bigger challenge is finding resources that can be used at the intermediate level. PM benchmarks can be used for students who are significantly below grade level, however, teachers may end up making their own continuous register texts by selecting 100-200 words from a leveled text. Finding high-level texts of interest to intermediate learners is a challenge.
• Finally, there is a learning curve associated with using this assessment tool. Error detection accuracy will improve over time. Clay notes that “as your ear becomes attuned to reading behaviors and gains control over recording conventions, your recordings will become more and more reliable.” (Clay 1993, p.24 cited in Cohen & Wiener, 2003, p. 127)