Assessment+Measures

**Timed Passages:** Timed one minute reading marking correct or incorrect pronounced words in a passage. To assess students, two copies of the reading passage are needed for student to read and teacher to follow along and mark. After the reading, the teacher counts the words correctly in one minute (WCPM). This score is an informal assessment of accuracy.

**Running Reading Records:** While students are read, the teacher is following along and marking correct and incorrect words read, while taking into account self-corrections and errors. To find the accuracy rate for students, you need to calculate the total number of words read – total errors. You can use accuracy rate to determine whether the text read is easy enough for independent reading, appropriate to use without frustration during reading instruction, or too difficult for the reader. The breakdown of these three categories is as follows:

Easy enough for independent reading = 97 – 100%

Instructional level for use in leveled reading session = 92 – 96%

Too difficult and will frustrate the reader = 91% and below

This is a formal accuracy assessment measure.

Attached as a PDF is a blank copy of the Running Records evaluation form. 

**Miscue Analysis:** Students read a passage while the teacher follows along marking everything that the reader says, from repetition, self-corrections to misarticulating. From there, teachers code each sentence while taking into account the accuracy of the passage. The ability to accurately decode words is an essential piece of miscue analysis.

****Refer to Research Articles: Pathways to word reading and decoding; the Roles of automaticity and accuracy.**  ****Using nonsense words to determine what areas of accuracy need help with decoding.**

link: http://www.sedl.org/reading/framework/assessment.html