The thirteen errors that I marked were:
1. mispronunciation of "animals" - student said "animal" (am I being too strict?)
2. mispronunciation of "live" - student made it past tense and said "lived"
3. mispronunciation of "thought" - student said "thot"
4. mispronunciation of "live" - student made it past tense and said "lived"
5. mispronunciation of "must" - student said "most"
6. teacher pronounced "through" for the student
7. teacher had to encourage student to continue with "they must come..."
8. mispronunciation of "live" - student "lived"
9. mispronunciation of "whale" - student made it plural and said "whales"
10. mispronunciation of "must" - student said "most"
11. mispronunciation of "babies" - student said "baby"
12. mispronunciation of "must" - student said "most"
13. teacher pronounced "tails" for the student
Error rate is 15. This means that for every error, the student reads approximately 15 words correctly.
Accuracy rate is 93%. The passage is at an instructional level that can be used in leveled reading session for this student.
Self correction rate is 1:3. This ratio indicates the student is self-monitoring her reading.
This student was able to read the passage well with a good knowledge of vocabulary and demonstration of self-monitoring strategies. She read at a steady pace with appropriate pausing at many commas and periods. She also shows good reading comprehension during her retelling with the teacher. She was able to recall the main idea in her own words including the relationship between whales and fish. The student also recalled many facts and details of the passage with some aided recall.
While I marked thirteen errors on the running recoed, six were made on just two words and three others were made with incorrect use of the plural and singular forms of a few nouns. With some corrective drills and more reading experience, such minor errors can be reduced in frequency. Two other errors came on the student's inability to pronounce words that start with the consonant blend "th". These two links provide fun ways to reinforce common words with the "th" consonant blend to meet the needs of this student.
http://www.bingocardcreator.com/bingo-cards/speech-and-language/words-that-begin-with-th
http://www.enchantedlearning.com/consonantblends/blends/th/
Henry- I got the same calculations as you did except for the Accuracy Rate I got 94%. I wonder if we're supposed to count the same error more than once, maybe it would be more accurate to add up only one of each mistake? What do you think?
ReplyDeleteHi Henry...your running record and outline of the student errors was EXTREMELY thorough. I mentioned during my assessment how difficult it was for me to keep up with the student in "real time". Basically, I had to keep rewinding the video to ensure I heard what I heard and properly record it. How difficult was it for you to keep up? - Dallas
ReplyDeleteBrocha-- I think we calculated correctly. Some may have counted different errors and that would affect the error rate.
ReplyDeleteDallas-- It was my first time and I had to listen (very carefully) several times before I was confident I picked up all the errors in the child's reading. I think I watched the video clip five times.
Henry your RR is very complete-I also calculated 13 errors'. However, with the SC did you calculate 7 SC's?
ReplyDeleteThis is exemplary! I like how you did the in-depth "miscue analysis." It is always hard to start with the very first running record, so 5 - 10 times repeated listening is average. :)
ReplyDeleteRemember, teachers are decision makers. The running record and miscue analysis are designed to help teachers look at individual student's reading behavior (strengths and needs) to design responsive instruction. From the students' readings, teachers can see the patterns of the readings and better address students' needs.
I am glad that you pointed out the the many errors made by the student actually were repeated words. So to answer Brocha's question, yes even for the repeated words, they must be counted as errors. In this case, the grammatical errors, plural/single forms and present/past tenses, may not cause meaning change. However, in other context, it may cause the meaning change. Therefore, they are counted as errors for each time read.
On your list, 7. teacher had to encourage student to continue with "they must come...," when teacher prompted the student to go ahead with reading, it should not be counted as an error. If it's "teacher told," then it will be counted as an error.
Reminder: it is ok to have a slight human error in the interpretation or marking of students' behavior. 93-94% is still at instructional level. If the two raters have a drastic different rating, then it needs to be carefully examined.
Something to consider: the pragmatics in the language learning, for example, the accent affected by 1st language or geographical areas should be examined carefully before correcting.
Running record/miscue analysis is an easy and effective way to assess students' reading behavior and will provide information on students' strengths and needs. You've clearly identified this particular student's strengths and needs, and suggested fun ways to address the needs.