Execution of reading text logs and error analysis at the intermediate level
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, it identifies what reading strategies a student is using (or not using).
Running Records allows 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 “spoken reading mistakes” but a way to understand children’s existing reading strategies and help students learn new, more effective reading strategies.
Running Records
- A Running Record is a teacher simplification for running 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 reading program for use in running records. Although primarily designed for and used with young children, an ongoing record can provide important information for the intermediate teacher.
Informal Reading Inventories
- Robb (2000) argues that continuous registers are appropriate for students “in the emerging and beginning stages of reading” or reading with low fluency, but recommends using a reading inventory to complete a modified miss analysis of oral reading of intermediate students.
- Informal reading inventories are similar to continuous readings. 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 generally 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 more often administered to guide instruction.
WHY WE USE THIS TOOL (THEORETICAL BACKGROUND)
The psychologist Lev Vygotsky (Mind in Society, 1978) coined the term “zone of proximal development” as the level of difficulty between what a learner can do independently and what they can do with support.
- Students working below the zone will not 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, comprehension 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 in area. Ongoing log/error analysis allows us to identify what level students are reading at so that students read texts correctly.
HOW THIS TOOL HELP 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 are appropriately reading challenging texts during independent reading . Error analysis allows you to run a specific and differentiated program:
- Identify particular difficulties a student might be having. (Assessment for Learning)
- It helps in the creation of homogeneous groups of guided reading. (differentiated instruction)
- Monitor a student’s progress.
- Allow different students to move at different speeds. (Differentiated growth)
- 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 makes notes on his copy of the text. Each error is logged and a standardized set of error logging conventions is used. Questions are usually asked at the end to gauge understanding. A miss 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 miss analysis can determine the level of text the student should be reading, whether they are self-monitoring when they read, and the types of decoding strategies they are using.
1. Identify an appropriate reading level (precision rate)
2. Identify how well a student is self-monitoring while reading (Self-Correction Index)
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/miss analysis. Students need to be trained to do other things to buy time for the teacher to do miss 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 record texts by selecting 100-200 words of a level text. Finding high level texts of interest for intermediate learners is a challenge.
- Finally, there is a learning curve associated with the use of this assessment tool. Accuracy in detecting errors will improve over time. Clay notes that “as your ear tunes into reading behaviors and gains control over recording conventions, your records will become increasingly reliable.” (Clay 1993, p.24 cited in Cohen & Wiener, 2003, p. 127)
