Running Records
I was excited when I saw that this week’s reading is about Running Records, because it is something with which I have prior experience and that I actually know something about! 
We school psychologists learned about them as a Curriculum Based Assessment. I have only done a couple but definitely plan to get more experience with them and use them as a practicing school psychologist. I think Running Records are great if they are used appropriately and can give helpful information regarding fluency, comprehension, etc. I would like recommendations (if anyone has any), however, on how it could be used with a 4-year-old, if at all. My child for my kidwatching project just turned 4 in February. He can recognize and write SOME letters on his own. He recognizes his name, as well as Mickey Mouse, since that is one of his favorite things. So, I’m thinking that doing a Running Record with him will be a near impossibility. Any suggestions?? Thanks
I had the same question about younger, Kristin! The website authors mentioned emergent literacy, but I know my kidwatching student isn’t likely to read anything at the 90% accuracy level. And I don’t think reading a book for toddlers with one word per page is going to be that helpful for intervention. None the less, I loved how this article broke down HOW to record any errors or self corrections- I don’t think we learned enough of that in our CBM lesson and this could be a lot more useful for intervention purposes. I liked that this article conveyed that there’s more to running records than a child’s instructional level!