• Running records are taken one-to-one
• Recorder is "neutral observer;" no prompting or teaching
• Four permissible teacher interventions:
  • telling the passage title;
  • revealing a problem word (after a pause) if it cannot be recognized;
  • requesting to "try that again;"
  • saying "you try it" after an appeal for help.
• Use blank sheet for greater recording flexibility
• Record all behaviors observed
• Purpose determines seen or unseen text
• Establish accuracy level and self-correction rate
• Analyze sources of information used (meaning, structure, visual)
• Summarize information
•  Plan next learning steps

TALLYING ERRORS AND SELF-CORRECTIONS

1. Total each line separately going across the line of text. If a line is error and SC free, leave the error and SC column blank.

2. An uncorrected substitution, omission, or insertion counts as one error.

3. Unsuccessful multiple -attempts on one word count only as one error.

4.   An error on a proper noun is counted only on the first error.  Subsequent errors on that proper noun are coded but not tallied.

5. If a word is mispronounced due to a speech problem or a dialect, it is coded but not counted as an error.

6. Repetitions are coded but are not errors.

7. Waits are coded but are not errors.

8. Sounding the first letter is coded but does not count as an error if the word is subsequently read correctly.

9. TTA =1 error

10. Told = 1 error

11. Appeal that is not corrected is an error

12. Self-Corrections are not errors, even after an appeal.  They are not included in the error column.

13. Contractions count as 1 error.

14. Each insertion counts as an error so that you could have more errors than text.

15. Inventing -just write invention at the top of the page unless just one page was invented - then count each error.

16. Skipped line - each word counts as an error.

17. Skipped page - subtract the number of words on that page.  Do not count as an error.  When in doubt, give the child the benefit of the doubt.