According to
the Running Record Assessment, this second grade student has an accuracy rate
of 96% and can read independently. She is a very good reader and can read fluently
and accurately. She relies a lot on the structure of the word, but not the
meaning. This student does need a little help with her “e” and the sound it
makes at the end of a word. In addition, the student focuses on reading the
words and not comprehension. After she finished reading “Whales and Fish”, I
asked her to tell me about what she read and she didn’t know what to answer.
Therefore, this student does need intervention to help her with comprehension
of the text.
Clearly, teachers need to spend more time focusing on the meaning of the text. How was it that she was such a good reader but she didn't even know what she was reading? If you would of stopped her in the middle of the reading, do you think it would have made a difference?
ReplyDeleteGood question, Chanie. This assessment tells us either the student was reading too fast and didn't focus on the comprehension or the student did not comprehend at all. There are different types of readers. I think Yetti is a good decoder but not with comprehension. If she reads other 2nd grade level passages without comprehension, then she definitely needs intervention in comprehension strategies or vocabularies. Comprehension is the ultimate of reading. If this is Yetti's 1st reading, do a 2nd one to make sure. :-)
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