Comprehension of Informational Text Assessments
One way to assess your students' comprehension of informational text is to use running records and miscue analysis. Using running records and miscue analysis will help you determine which cueing systems the students use while reading informational passages.
Running records provide a record of the student's oral reading and involves three steps:
1. Recodring the student's oral reading through check marks and other conventions.
2. Examining each error and determining which of the three cueing system- syntactic, semantic, or graphophonic- the student used when making the errors.
3. Determining if the passage is at the student's independent, instructional, or frustration reading level.
Running record does not require the teacher to use a prepared script or a recording device like the miscue analysis.
Miscue Analysis analyzes the degree to which unexpected responses or miscues change, disrupt, or enhance the meaning of written text. When analyzing miscues,a teacher focuses on what type(s) of miscues- substitutions, mispronunciations, repetitions or insertions, and omissions- the reader makes.
Running records provide a record of the student's oral reading and involves three steps:
1. Recodring the student's oral reading through check marks and other conventions.
2. Examining each error and determining which of the three cueing system- syntactic, semantic, or graphophonic- the student used when making the errors.
3. Determining if the passage is at the student's independent, instructional, or frustration reading level.
Running record does not require the teacher to use a prepared script or a recording device like the miscue analysis.
Miscue Analysis analyzes the degree to which unexpected responses or miscues change, disrupt, or enhance the meaning of written text. When analyzing miscues,a teacher focuses on what type(s) of miscues- substitutions, mispronunciations, repetitions or insertions, and omissions- the reader makes.