Reading A-Z resources organized into weekly content-based units and differentiated instruction options.
Several terms are used when marking a running record form. You should become familiar with these terms by
reviewing the explanations below.
Once the student has read all the text on the running record form and you have recorded their reading behavior, you can complete Step 2.
Fill in the boxes to the right of the lines of text you have marked. Begin by looking at any error the student
has made in the first line. Mark the number of errors made in the first box to the right of the line. If the student
self corrected any of these errors, mark the number of self-corrections in the second box to the right of the line.
Next determine whether the errors and self-corrections were made as a result of meaning, structure, or visual cueing.
For a description of each of these cues, review the explanations provided above. Write MSV in each box for each error
and a self-correction made and circle the appropriate letter for the cue used by the student.
After completing step 2 you should total the number of errors and self-corrections and write each total in the box
at the bottom of the appropriate column. Next calculate the student's error rate, accuracy rate, and self-correction rate,
found in the next section Scoring and Analyzing a Running Record.
You do not have to mark the MSV cueing portion of the running record form. It is simply used to help you further
analyze a student's reading behavior and provide deeper insight into a student's possible reading deficiencies. You can
still use the information on error, self-correction, and accuracy rates to place the student at the developmentally
appropriate instructional level.
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