[LIT] Running REcords

Heather Poland hpoland at gmail.com
Sat Jul 8 09:44:05 CDT 2006


Yes, miscue analysis is VERY helpful for struggling readers. There is no way
I could do it with all my kids, but I do have a support class of a little
less than 25 kids and I will be doing miscue analysis and other informal
reading inventories with them.

On 7/8/06, Lori Jackson <ljackson at gwtc.net> wrote:
>
> Miscue is a more sohpisticated way of looing at error pattersn and differs
> in many ways from running records.  In miscue, you
> work with an unread passage of at least 300 words.  Most sources advise
> that these not be the at the beginnning of a story, so
> that a reader, I suppose, has a chance to build up a bit of steam.  The
> entire portion that is analyzed must be exactly
> transcribed.  The reading is tape recorded to ensure that all miscues are
> accounted for.  Checkmarks are not used at all, but
> errors and reruns and the like are coded in a similar way.  The anaylisis
> focuses entirely on the nature of the error and does
> not concern itself with a ratio of correct to incorrect.  It is much more
> in-depth and considers use of both preceding and
> following text with regards to meaning, differenetiates between meaning
> making at different levels (say within a sentence
> versus within a text) and provides you a much clearer picture of the kinds
> of errors a student is making.  Part of the process
> is the valueing of errors which do not impact meaning.  I have only done a
> couple, but one thing that really hit me hard was
> that when a child makes a sophisticated susbstitution, it is a an act of
> comprehension -- that the child must have an
> understanding of the text to make this substitution.  I was thinking it
> much like when you are writing and just can't spell
> the word you want, so you search for an acceptable synonym.  Doing miscue
> has been a real eye opener for me, but clearly it is
> not a process a classroom teacher can undertake with every child he or she
> encounters.
>
> In our district we are using running records until third grade.  Our
> primary assessment tool in the primary DRA Kit.  We need
> to makes some changes at the intermediate level and it is my goal to lead
> our building level coaches through a study of
> miscue, as I believe it would be a helpful tool for intervening with our
> struggling upper grade readers.
>
> Lori
>
> Heather Poland wrote:
>
> > ok, I emailed my professor to clear up what she had said before in class
> > about not doing Running Records with older than primary kids. Here is
> what
> > she says:
> >
> > [quote]I wouldn't have any serious objections to any teacher doing
> running
> > records, if it feels useful to him/her.  However, running record
> > assessment was designed for beginning readers and is probably most
> > useful for them because they tend to engage in reading strategies much
> > more visibly than do older, more proficient readers.  All too often,
> > teachers would just be working hard to mark down lots of checkmarks on
> > words for running records on older students.  Don't forget that running
> > records are a particular kind of assessment, as well, that does not
> > utilize a prepared copy of the text.  Sometimes, when teachers talk
> > about running records they are actually doing IRI assessment instead.
> >
> > I wouldn't recommend running record as a required district assessment
> > for students above about second grade.  They weren't designed to be used
> > as summative assessment in general.[/quote]
> >
> > The bold is my own :)
> > So I think part of it is that for Running REcord, the teacher does NOT
> have
> > a copy of the text and since there are so many words, it would be really
> > difficult to get all the checks down. It is more helpful to have a copy
> of
> > the text and mark the miscues, and that would be miscue analysis/IRI
> >
> > --
> > - Heather
> >
> > "The world of books is the most remarkable creation of
> > man. Nothing else that he builds ever lasts. Monuments
> > fall; nations perish; civilizations grow old and die out;
> > new races build others. But in the world of books are
> > volumes that have seen this happen again and again and yet
> > live on. Still young, still as fresh as the day they were
> > written, still telling men's hearts of the hearts of men
> > centuries dead." --Clarence Day
> >
> > "While the rhetoric is highly effective, remarkably little
> > good evidence exists that there's any educational substance
> > behind the accountability and testing movement."
> > —Peter Sacks, Standardized Minds
> >
> > "When our children fail competency tests the schools lose
> > funding. When our missiles fail tests, we increase
> > funding. "
> > —Dennis Kucinich, Democratic Presidential Candidate
> > _______________________________________________
> > The Literacy Workshop ListServ http://www.literacyworkshop.org
> >
> > To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org.
>
> --
>
> Lori Jackson
> District Literacy Coach & Mentor
> Todd County School District
> Mission, South Dakota
>
> 2006 Literacies for All Summer Institute
> Redefining Literacies: Expanding Our Vision of What is Possible
> July 13-16, 2006
> Charlotte, North Carolina
>
>
>
>
> _______________________________________________
> The Literacy Workshop ListServ http://www.literacyworkshop.org
>
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org.
>



-- 
- Heather

"The world of books is the most remarkable creation of
man. Nothing else that he builds ever lasts. Monuments
fall; nations perish; civilizations grow old and die out;
new races build others. But in the world of books are
volumes that have seen this happen again and again and yet
live on. Still young, still as fresh as the day they were
written, still telling men's hearts of the hearts of men
centuries dead." --Clarence Day

"While the rhetoric is highly effective, remarkably little
good evidence exists that there's any educational substance
behind the accountability and testing movement."
—Peter Sacks, Standardized Minds

"When our children fail competency tests the schools lose
funding. When our missiles fail tests, we increase
funding. "
—Dennis Kucinich, Democratic Presidential Candidate


More information about the lit mailing list