Answering the Running Record open response Correct Answer: 1. Read
background information about student
2. Make a t-chart of the miscues
3. Identify one strength and one weakness
4. Consider the four word identification strategies (use of phonics, analysis of
word structure, use of context clues, identification of sight words)
Analyzing student's use of phonics (miscue analysis/analysis of oral reading)
Correct Answer: - Look for use of phonics in single syllable words and in single
syllables
-Does the child show knowledge of letter-sound correspondence?
-Is the reader successful or unsuccessful with vowel digraphs, words ending in
silent "e," consonant blends, etc.?
Analyzing student's analysis of word structure (miscue analysis/analysis of oral
reading) Correct Answer: -Look for analysis of word structure with multi-syllable
words
-Can the reader "chunk" the words/divide them into syllables/identify smaller
words within the larger word?
-Can they read words with inflections (-ed, -ing, plural endings)
-Does the reader attempt to read longer words USING A STRATEGY?
Analyzing student's use of context clues Correct Answer: -If analyzing context
clues is a STRENGTH: the reader may self-correct and/or substitute words into the
passage that still make sense (semantics) and sound right (syntax) --> then need
background information about student
2. Make a t-chart of the miscues
3. Identify one strength and one weakness
4. Consider the four word identification strategies (use of phonics, analysis of
word structure, use of context clues, identification of sight words)
Analyzing student's use of phonics (miscue analysis/analysis of oral reading)
Correct Answer: - Look for use of phonics in single syllable words and in single
syllables
-Does the child show knowledge of letter-sound correspondence?
-Is the reader successful or unsuccessful with vowel digraphs, words ending in
silent "e," consonant blends, etc.?
Analyzing student's analysis of word structure (miscue analysis/analysis of oral
reading) Correct Answer: -Look for analysis of word structure with multi-syllable
words
-Can the reader "chunk" the words/divide them into syllables/identify smaller
words within the larger word?
-Can they read words with inflections (-ed, -ing, plural endings)
-Does the reader attempt to read longer words USING A STRATEGY?
Analyzing student's use of context clues Correct Answer: -If analyzing context
clues is a STRENGTH: the reader may self-correct and/or substitute words into the
passage that still make sense (semantics) and sound right (syntax) --> then need
