Running Records: Authentic Instruction in Early Childhood Education, 1st Edition (Paperback) book cover

Running Records

Authentic Instruction in Early Childhood Education, 1st Edition

By Mary Shea


176 pages

Look Inside Companion Website
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Paperback: 9780415503815
pub: 2012-05-24
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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.

Special Features include:

  • a step-by-step outline for taking efficient running records
  • guidance in running record analysis: readers will learn how to use running record data to determine a child’s level of decoding skill, comprehension, fluency, and overall reading confidence
  • a Companion Website offering videos of the running record process, sample running records for analysis, and numerous other resources

In order to meet the multi-faceted needs of children in today's classrooms, teachers must be knowledgeable about literacy concepts. Running Records provides that invaluable knowledge, making it an ideal text for literacy courses for pre-service teachers and a key professional reference for in-service teachers.

Table of Contents

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

About the Author

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.

Subject Categories

BISAC Subject Codes/Headings:
EDUCATION / Aims & Objectives
EDUCATION / Elementary
EDUCATION / Language Experience Approach
EDUCATION / Statistics
EDUCATION / Teaching Methods & Materials / General
EDUCATION / Teaching Methods & Materials / Social Science