Childrens Literature Conference

Childrens Literature Conference

Lindsay Hand
Kutztown University

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On October 21, 2015, I attended a Childrens Literature Conference held by Kutztown

University. For this conference, there were several different sessions that we could have chosen
to attend. As a special education major, I chose to attend the session on running records, which
meant that I was only able to choose one session because it was two sessions long (2.5 hours).
Throughout my four years at Kutztown, I have had several classes that covered the different
aspects of a running record. However, it had been a few semesters since I had instruction on
running records. By attending this session, I knew that I would be able to review what a running
record was, how to complete a running record, and how to read a running record.
At the beginning of the session, we discussed that a running record was something that
shows what a student knows and understands about the reading process. It also shows which
reading strategies the student is using while reading. A running record is a quick, formative
assessment that is curriculum based and is done one on one with a student. It should be
completed in a natural or relaxed environment and be a text that is close to the students
developmental level. During this time, there should be minimal to no interruptions, so the student
is not distracted and the teacher has full concentration on the student reading.
While completing a running record, the teacher must use the correct recording marks and
note any behaviors the student does. Both of these will help the teacher in marking which
reading strategies the student is using and to understand the students thinking process. These
recordings will also give the teacher the numbers needed to find the students reading accuracy
and self-correction rate. Just like any formative assessment that measures students progress, data
is needed to track the progress. Data and the knowledge of which strategies the student is using
will also help guide the teacher as they plan instruction. The teacher will want to focus their
instruction on the strategies the student is not using while they are reading. As a teacher, I know

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that students must use meaning cues, structural cues, and visual cues as they read. Each strategy
works with the other two strategies to help the student read fluently. Lastly, the accuracy
percentage will also tell the teacher if the level of the text was too high or too low for the student.
For example, if this percentage shows the text was too high for the student, the teacher will
complete another running record for the student using a lower level text. This will continue until
the percentage the student receives for a text is between a 93-95 percent, which would show that
the text was on the students instructional level.
After going through all of the important information on what a running record is and why
it is conducted, we reviewed the recording marks that teachers use when they conduct a running
record. We reviewed correct responses, omissions, substitutions, insertions, attempts, repetitions,
appeals, words told, and self-corrections and the markings used for each one. The speaker went
through several examples and asked us to apply our knowledge to what the markings would look
like and then we reviewed each one. Next, we went through what a running word count is and
discussed which markings we would count as errors. We were told to count each word in a
skipped line as an error and to only count proper nouns that were read inaccurately as one error.
Then, we looked at each of our errors from the examples and discussed which cueing systems the
student was using when reading and making that specific error.
Last, we discussed how to use the markings to get an accuracy percentage and a selfcorrection rate. To get an accuracy percentage, you take the total amount of running words and
subtract the amount of self-corrections to get a number. Then, you take that number and divide it
by the total number of running words to get a second number. Next, you take the second number
and multiply it by 100 to get a percentage. This percentage then tells you if the text was on the
students instructional level. If it is on the students instructional level, the accuracy percentage

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would equal between 93-95 percent. To get the self-correction rate, you take the total number of
errors and add it to the total number of self-corrections to get a number. Then, you divide that
number by the total number of self-corrections to get a second number. You can then say the rate
of self-correction was 1 word for every _____(the second number you got) words.
This training truly helped me refresh my memory on what a running record is, how to
complete a running record, and how to read a running record. The training not only taught me
about running records, but gave me experience in completing a running record to feel
comfortable in effectively completing one in the future. Running records are important to me as a
teacher because they will help me monitor my students reading fluency and help those students
who are not reading fluently become fluent readers. Completing running records will allow me to
see how my students are reading (what strategies) and teach them the strategies they are not
using. Running records will allow me to see my students progress as they become fluent readers
and tell me what books are on my students instructional levels and what books are too high or
too low for my students to be reading. As a teacher, I want to make sure my students are reading
books on a level that is not too easy or to frustrating for them. Having students reading books on
easy and frustrating levels will cause students to be bored or get upset when reading, which are
discouraging to students. The training showed me that using running records doesnt only guide
me in developing my instruction, but it can help me decide reading groups. I will know my
students reading levels so I can use the information to create heterogeneous or homogeneous
reading groups depending on the different levels of my students. This training relates to both
general education and special education teachers. All teachers have the goal for their students to
become fluent readers. Whether you are a general education teacher or a special education
teacher your expectations for your students reading fluency should be high. General education

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teachers and special education teachers need to know how to effectively complete a running
record to track their students reading fluency. Even if you are a special education teacher that
teaches students with low incidence disabilities and does not need to complete running records, it
is important to know how to effectively complete one. Knowing that the purpose of a running
record is to track fluency and determine the reading strategies the student is using will help all
teachers focus their instruction on the end goal, which is knowing and using all three cueing
systems when reading.