5 February 2008

READ 4015

Reading Recovery

Diagnostic Testing
• CAP – concepts about print – Ask the child where the front of the book is, where
to begin reading the book, how to follow print (left to right, top to bottom), etc.
See p.113 in book.

• Ohio Word Test- list A and B, child reads the words as well as they can

• Writing Vocabulary- a blank piece of paper is given to the child and they are given
ten minutes to write as many words as they know how to write. Prompts can be
given.

• Word Synthesis- a child is given a piece of paper and the child is told a sentence
or two and is told to write the information. Ex: “I have a big dog at home. Today I
am going to take him to school.” After reading the sentence to the child, you can
prompt them with individual words and sounds.

• Read Aloud Test- running record, begin with Where’s Spot? Use a running record
form and keep track of all miscues. Miscues are notated as follows: correct
response is recorded with a check mark, and wrong responses are noted by writing
the word and then drawing a line above it and writing the substituted word. If the
child corrects his/herself, write s/c above the word and circle it.

Reading recovery and miscue analysis (running record) were discussed and practiced.

goat = error The student made an error. The word that should have been
great read is at the bottom, and the correct word is written above it.

t__ = tell The teacher gave the student time to sound out the word, and
grab eventually had to tell the student the word.

great sc = self correct The student was able to detect and correct the error.
great

= correct words Each correct word is notated by a check mark.

Assignment: Journal entry on your experience on Thursday when we meet the teacher
and class, and read Chapter 6.