![]() The student experiences some difficulties in using the emotional tone. Thus, the student is able to place vocal emphasis on appropriate words, change the tone to make it rise and fall at appropriate points, to pay attention to punctuation (however, there are some errors in making the necessary changes in tone while observing punctuation marks), and to divide the text into phrases appropriately. The prosody is studied in relation to the student’s independent level of reading. The student’s pace in reading is average, and it is correlated with the standards (72 words for the middle of the second grade). ![]() The typical errors made by the student are omissions, substitution, and the inability to recognize the word. According to the results of the Reading Running Record Assessment, the student’s error rate is 1:13 (102/8=12.75), self-correction rate is 1:3 (8+4/4=3), accuracy is 92%, and this number is correlated with the instructional level of reading. The student has made 8 errors, and 4 self-corrections, 2 semantic errors were observed. The student read the passage (102 words) from the fairy tale Jack and the Beanstalk chosen according to the student’s interests determined with the help of the Reading Interest Inventory ( Jack and the Beanstalk, 2012). Academic expertsĪvailable We will write a custom Education essay specifically for you for only $16.00 $11/page Learn more Reading Running Record Assessment Summary The instructional level is Level Three, and the frustration level is Level Four (8 mistakes and 2 hesitation pauses). The student’s independent level of reading is correlated with Level Two. Thus, it was necessary to start reading passages from the first level. The student read the words from Level Five Word List with five miscues. Three mistakes were made while reading the words from the list for Level Three, and four miscues made while reading the words from Level Four Word List. The student recognized the words from the list for Level One with no miscues and with one miscue from the list for Level Two. To determine the level from which it is necessary to start the IRI, the student was proposed to read the words from the level lists. It is important to choose narratives because the student does not like to read poetry by themselves. ![]() That is why it is possible to choose the genre of fantasy or funny books in which some pretend things or characters are described in order to attract the student’s attention and encourage reading. The student focuses on reading fairy tales, funny stories, and stories about pretend things. The interest in reading is supported by the fact of attending the school library regularly. The student likes to read and prefers to read books instead of magazines. Reading Running Record Assessment (attached) Reading Summary Report Reading Interest Inventory Summary Informal Reading Inventory Teacher Form (attached)Ī 4. Reading Passage Teacher Form (attached)Ī 3.
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