Running Record

My first running record that I administered was to a male 7th grade student whose first language is Arabic. According to his ACCESS results from last spring, he scored reaching (6) in comprehension, listening, oral, reading and speaking. He scored bridging (5) in literacy and expanding (4) in writing. This is very apparent when working with the student because verbally he is very articulate but his writing does not match this. It is to be noted that his family has chosen to refuse ELA services. After reading the passage, he scored a 97% accuracy rate with an error ratio being 1:30.5. He was very aware of his reading and self corrected at a 1:3 ratio. Upon analyzing the miscues I noticed that the student tended to make words singular when they were written as plurals, that could be a feature of his first language, I am not familiar enough with the Arabic language to make this assumption. Another common feature of his miscues were omitting words altogether but they were words that did not detract meaning from the passage.

The second running record I administered was to a female 6th grade student whose first language is Spanish. According to her ACCESS scores from last spring, the student scored reaching (6) in listening, bridging (5) in comprehension, expanding (4) in oral and reading, developing (3) in literacy and writing and emerging (2) in speaking. This student is truly all over the board in her language acquisition. This student is somebody that I do not teach so I am unaware of how they perform as a student, but through this activity it was very apparent we she scored by listening to her read. After reading the passage, she scored an error ratio of 1:4.9 and an accuracy rate of 80%. Upon analyzing the miscues I noticed that the student often substituted words that had no context within the reading making comprehension of the text very difficult. Furthermore, the student often pronounced or sounded out words based on that of her first language.

The only trend that I was able to locate between the two students was their tendency to make words singular when they were written as plurals. This could be a universal trend between all English Language Learners because that is difficult skill to transfer between languages.

Next teaching points based on this data would be, some explicit vocabulary instruction. This would be essential to both students reading comprehension and fluency. This instruction could take place as sight word practice for my second student and then more content specific vocabulary instruction for my first student. Furthermore, another teaching point based on the data would be continued guided reading to help them become more comfortable with reading and continue to develop strategies.