Ariana Vega

MALT 609

Running Records and Miscue Analysis

Demographic Information:

The student participant of my case study was my niece Leila. She is eight years old

attending third grade. She lives in a single parent household with her mom. They live in

Torrance in an apartment in southern California near Los Angeles. Leila is a third

generation Mexican American. Leila is a bilingual in English and Spanish but primarily

speaks English. Leila mainly spends her summers in Mexico with her Grandma who is a

teacher in Mexico . Her mom did earn her bachelor’s degree after Leila was born. Her

mom has a full time job but tries to be involved in Leila’s education as much as she can.

Her dad works as a truck driver. Leila only visits her dad on weekends and vacation

sporadically since her dad travels a lot for work. Leila attend Yukon Elementary School

in Torrance Unified School District.

Accord to the Yukon’s SARC (School Accountability Report Card) for 2018-2019

published in February 2020 49.8% of the students qualify for free or reduced-price lunch.

The demographics of the school includes 52.50% Hispanic or Latino, 16.60% White and

16.30% Asian of the 301 students enrolled in the school. According to her mother, Leila

is receives great grades in school but dislikes to read her favorite subject is mathematics.

To my knowledge Leila likes to play basketball and hopes to become a Dentist one day.
Material and Procedure:

For this case study I used a fourth-grade level reading passage from Dynamic Indicators

of Basic Early Literacy Skills 6th Edition DIBELS Oral Reading Fluency Progress

Monitoring Fourth Grade Scoring Booklet titles “Hurricanes” for my running record. To

begin the assessment, I informed my student she would be reading this short passage for

me out loud. She was instructed to read the passage as best she could and to take her time

when reading because it would not be timed. The reason I used a higher-grade level was

because I have read with her before and found the 3rd grade Dibbles passages seemed too

simple.

Accuracy:

13 Miscues out of 277 words

=264 accurate words

= 95%

Error in text 13

Error rate 1: 21

For every 21 words, the student makes 1 error.

4 replacement words

Self-correction: 1 word: 7%
Lin Exact Miscue Phonic Graphic Beginnin Middl End Syntactic Semantic Does
e# Word Similarit Similarit g e Acceptabilit Acceptabilit not
y y y y change
(order of (meaning ) meanin
words) g of
sentenc
e
1 and and x x x x x x x x
repeated
5 from form x x x x x
7 a the x x x
9 a The x x x
10 an the x x x
11 diameter diameate x x x x x x
r
12 Relativel relatably x x x x x
y
12 around down
14 occurs ocures x x x
19 storm storms x x x x x x x x
21 costal costal x x x x x
24 when Then x
(SC)
27 This It x x x
total 13 7/13 5/13 6 /13 4/13 7/13 11/13 6/13 6/13
53% 38% 46% 23% 53 84% 46% 46%
%

Running Record Comprehensions:

Researcher: Try to retell me everything you can about the what you just read

Student: I read about a story how hurricanes are made and um so the story

basically talks about how hurricanes are made and scientist also know when

hurricanes happen and um they cause a lot of damage and they go all over the

country.

Student could not tell me more information even after questions were asked. When

student started to speed up in their reading. This is when she began to make more

mistakes. Student only gave one detail that is used in the story.
Weaknesses:

The weakness the stood out to me from this analysis was her difficulty with punctuation

in the sentences. Student tends to skip, add and omitted the punctuation throughout the

passages. This tends to be when students want word accuracy and not reading for

meaning of the passage. Some of the words that were missed where phonetically but

would not go back and self-correct. The is evident to when the student pauses in the

middle of the sentence to self-check understanding of the entire passage. This can

sometimes cause her to create different periods where the sentence should be continues.

She also tends to replace words so I would suggest she begins to read slower. The words

she tends to replace tend are article this shows how she tends to read for speed and not for

comprehension Since she tends to not self-correct this demonstrate she is not looking for

meaning in the sentence rather she is looking for overall meaning of the entire passages.

Recommendations:

To address her weakness of with punctuation I would have the student read sentences

aloud with different punctuation and allow them to react to what they just heard when

reading to see if they recognize the change in meaning. Practice reading out loud as she

uses her finger when reading will help student to her recognize what she is saying. This

will help student look for meaning in the sentence. I would also have student practice

telling the beginning middle and end of short stories this will help student become

comfortable with retelling stories in their own words. Since the student dislikes reading I

imagine this might also have to do with reading books that are not at her reading level

and they might be too easy.