Reading Analysis

 

Class

# of words read

 

Name

# of miscues

 

Date

# of self corrections

 

Text

# words read correctly

 

What book orientation was given?

% accuracy  (1)

 

% self correction  (2)

 

# of words per minute

 

If a number appears beside an item, there is an explanation on the other side of this sheet.

 

Y/N

Reading strategies used
Notes
needs & teaching direction

 

Approaches text confidently

 

 

Self corrects most miscues (3)

 

Has an effective re-reading strategy (4)

 

Reads on to establish context (5)

 

Substitutes own words for text’s words

            single words

            phrases

            whole text  (circle one)

 

Substitutions make sense

 

Uses visual cues without integrating text’s overall meaning         sometimes     often  (circle one) (6)

 

Inserts words    sometimes    often  (circle one)

 

Omits words     sometimes    often  (circle one)

 

Stops and appeals for help

 

Oral expectations interfere with visual processing (7)

 

Integrates meaning/graphophonic cues (8)

 

Infers meaning of unknown words from context (9)

 

Fluent

 

Graphophonic analysis

 

Retains 1:1 match     always    mostly    sometimes (circle one)

 

Relies heavily on 1st letter

 

Uses single sound/symbol matching

 

Chunks whole words

correct result             incorrect result (circle one) (10)

 

Automatic on high frequency words

always           

mostly (note those not known)

 

sometimes (note those known)

 

 

Intonation observes punctuation

always            mostly            sometimes (circle one)


 

 

1.      Divide # of words read correctly by total words, multiply by 100.  For beginning readers, over 95% is ‘easy’ reading, 90-94% is ‘instructional’ reading.  Under 90% they are not in a position to understand instruction on that text.  Established readers should be reading above 98% accuracy.

2.  Divide corrected errors by total errors, multiply by 100.

3.  For beginning readers, 25% self correction is satisfactory.  Established readers should self correct most errors.  If there are no corrections at all you need to be worried about that reader.

4.  An effective re-reading strategy is one where the reader notices that something is wrong, goes back far enough to find the cause of the error and is able to correct it.  THIS IS AN EXTREMELY IMPORTANT STRATEGY.  Its absence, even when the reader achieves accuracy greater than 98%, is a cause for concern and indicates that teaching must be focussed here.  High order book orientation followed by prompting oral reading are recommended teaching strategies.

5.  This is where a reader scans ahead and is then able to work out the unknown word, not where the reader merely omits words.  Scanning ahead is not expected of early readers.

6.  An example would be reading horse for house and not correcting.

7.  Simple examples would be runned instead of ran, gunna instead of going to – and then perhaps being confused by the to – behaps for perhaps.  Other examples would be where the order of words is changed from oral expectations eg In an instant he was stuck to the door or Coming from the other direction was fox, slinking along with a string of fish that he had stolen.

8.  Consistently checks meaning and visual cues against each other and self-corrects.

9.  After the reading choose a couple of words – words that the reader has had to pause before or chunk would be ideal, but otherwise choose a couple of words that you think may be unfamiliar.  Praise the fact that the child was able to read the word and ask did they work out what it meant.

10.          A choice of answer was given here as some children chunk correctly but pronounce one of the chunks wrongly, and never work out what the word is.  Such a word would be a good one to query as in 9.