Where's the Glitch?: How to Use Running Records with Older Readers, Grades 5-8 / Edition 1

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Overview

Many students find themselves struggling to learn from texts because glitches in their reading process block learning, cause frustration, and impede success. The source of these problems can be difficult to discern. Where's the Glitch? identifies why readers stumble and presents strategies designed to get them back on track and reading well.

In Where's the Glitch? Mary Shea shows you how to use modified running records (MRRs) to pinpoint where readers struggle with comprehension, to determine their current reading level, and to assess the specific skills they already possess. Shea explains how to take an MRR and get meaningful assessment data on the spot - even in a busy classroom. Then, she describes how to use that information to plan interventions that integrate instruction in literacy skills with content - area studies. As a result, students increase their reading fluency, overall achievement, and motivation to learn.

In addition, Where's the Glitch? includes a helpful tutorial CD that gets you started with MRRs. It contains recordings and transcripts of students reading aloud and retelling what they've read. After using the CD's reproducible forms and scripts to practice, you'll be familiar with each MRR step: marking miscues, analyzing miscues, calculating percent of accuracy, determining a fluency score, and evaluating retelling. It's the ideal way to sharpen your MRR technique in preparation for classroom use.

Filled with numerous examples, tips, checklists, forms, and rubrics for assessment as well as a CD to help you become MRR proficient, Where's the Glitch? makes it easy to use running records effectively with older readers. You'll have all the tools you need to pinpoint any student's glitches then scaffold instruction to support a transition to reflective, independent, and strategic reading that's focused on meaning making.

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Product Details

  • ISBN-13: 9780325008493
  • Publisher: Heinemann
  • Publication date: 7/18/2006
  • Edition description: BK&CD-ROM
  • Edition number: 1
  • Pages: 168
  • Sales rank: 525,330
  • Product dimensions: 7.30 (w) x 9.20 (h) x 0.40 (d)

Meet the Author

Mary Shea is an associate professor at Canisius College in Buffalo, New York, where she teaches in and directs the graduate literacy programs. Previously, she worked for many years in western New York schools as a classroom teacher, literacy specialist, and language-arts coordinator.
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Table of Contents

Acknowledgments
Introduction: Running Records with Older Readers?
Part 1 Background for Modified Running Records
1 They Really Want to Learn 1
Literacy in Every Classroom 1
Learning Gone Astray 2
Flight or Fight 3
Heavy Baggage to Unload 5
Where's the Time? 6
Teaching What All Must Learn 7
In This Text 8
2 The Bottom Line Is Comprehension 9
Speaking Words, Reading for Gist 9
Silent and Oral Reading 11
Reestablishing Comfort with Reading Aloud 12
Retelling Versus Question-and-Answer Exchanges 14
Getting to Comprehension 15
Taking a Running Record 17
Part 2 The Modified Running Record Process
3 Taking Modified Running Records 18
Establishing Positive Pragmatic Influences 18
Modified Running Records 19
Overt Demonstration of Reading 19
One-Minute Reading Probe 19
Marking Codes 22
Recording Data During the Reading 29
Conclusions 33
Appendix 3-1 Summary of Modified Running Record 35
Appendix 3-2 Steps for Conducting a Modified Running Record 36
4 Completing the Record 38
Why Retelling? 38
The Retelling Performance 39
Retelling Completes the Record 40
Guiding the Retelling 41
Retelling Demonstrations: Showing and Practicing the Process 49
Conclusion: Persistence Pays Off 54
Part 3 Investigating MRR Results: Pinpointing the Glitches
5 Analyzing MRR Results 55
Global Indicators of Successful Retelling 55
What Else Is Analyzed? Looking from Macro to Micro Aspects 58
In-the-Moment Feedback 60
Debriefing: Sharing Results with the Reader 60
Feeding Forward: Setting Goals 62
Quantifying and Qualifying Results 62
Fluency: A Critical Component for Success 69
6 Fluency 70
What Is Fluency? 71
Oral Reading Versus Silent Reading 76
Assessing Fluency 76
Miscues 80
CD Practice with Fluency 80
7 Miscues 81
Analyzing Miscues 83
Significant and Insignificant Miscues 85
Self-Corrected Miscues 87
Miscue Patterns 87
Where Do I Go from Here? 88
CD Practice-A Complete MRR 88
8 On the Way to Comprehension 89
Comprehension Processes 89
Irwin's Model 90
Whole to Part and Back to Whole 92
Active Engagement at the Global Level Before, During, and After Reading 93
Summary 98
Part 4 Acting on Conclusions
9 Repairing the Glitches at the Micro and Integrative Levels 99
Recognizing Words and Chunking for Meaning 100
Instructional Caveat 101
Planning Interventions: Matching Instruction to Needs 102
Prior Word Knowledge or Word Schemata 102
If ... Then Scenarios for Problems at the Micro Level 104
If ... Then Scenarios at the Integrative Level 110
Summary 112
10 Repairing Glitches in Global Meaning Processing 113
Helping Readers Construct Deeper Meaning 115
If ... Then Scenarios for Problems at the Macro Level 117
If ... Then Scenarios for Problems at the Elaborative Level 118
If ... Then Scenarios for Problems at the Metacognitive Level 120
Strategies for Deep Understanding 121
Conclusion 127
11 Implementing Interventions 128
Finding Time 128
Using Portable Assessments to Inform Instruction 129
Monitoring Throughout Lessons 129
Working with Colleagues 129
Publicly Celebrating Success and Nudging Forward 130
Teaching Diagnostically, Teaching Differentially with Forward Vision 131
Afterword 133
References 135
Index 144
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