The most effective way to understand what a child knows about the reading process is to take a running record. In Running Records, Mary Shea demonstrates how teachers can use this powerful tool to design lessons that decrease reading difficulties, build on strengths, and stimulate motivation, ensuring that children develop self-sustaining learning strategies.
The most effective way to understand what a child knows about the reading process is to take a running record. In Running Records, Mary Shea demonstrates how teachers can use this powerful tool to design lessons that decrease reading difficulties, build on strengths, and stimulate motivation, ensuring that children develop self-sustaining learning strategies.
Mary Shea is Professor and Graduate Literacy Program Director at Canisius College. Previously, she worked for many years in western New York schools as a classroom teacher, literacy specialist, and language-arts coordinator.
Inhaltsangabe
Part I Rationale for Running Records: Meeting the Diverse Needs of Learners Chapter 1: Introduction Chapter 2 Running Records (RRs) as an Authentic Assessment Measure Part II Running Records Step-by-Step: Assessment that Informs Differentiated Reading Instruction Chapter 3 Assessing Reading Performance Part III Digging Deeper: Oral Reading Performance Reveals Process and Product Chapter 4 Assessing Reading Accuracy Chapter 5 Assessing Reading Fluency Chapter 6 Assessing Reading Comprehension Part IV Differentiating Instruction Based on Data from Authentic CBMs (RRs) Chapter 7 Differentiating Instruction for Reading Accuracy Chapter 8 Differentiating Instruction for Fluency Chapter 9 Differentiating Instruction for Comprehension Conclusion Appendices
Part I Rationale for Running Records: Meeting the Diverse Needs of Learners Chapter 1: Introduction Chapter 2 Running Records (RRs) as an Authentic Assessment Measure Part II Running Records Step-by-Step: Assessment that Informs Differentiated Reading Instruction Chapter 3 Assessing Reading Performance Part III Digging Deeper: Oral Reading Performance Reveals Process and Product Chapter 4 Assessing Reading Accuracy Chapter 5 Assessing Reading Fluency Chapter 6 Assessing Reading Comprehension Part IV Differentiating Instruction Based on Data from Authentic CBMs (RRs) Chapter 7 Differentiating Instruction for Reading Accuracy Chapter 8 Differentiating Instruction for Fluency Chapter 9 Differentiating Instruction for Comprehension Conclusion Appendices
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