How are running records interpreted to inform instruction?

• A. Count words read per minute alone.
• B. Identify patterns in error types, self-corrections, and fluency to decide targeted instruction.
• C. Use running records solely to assign grades.
• D. Interpret only at the end of the year.

Answer: (B)

Running records are interpreted by looking at more than just how fast a child reads. The key is to analyze patterns in what they read incorrectly, what they self-correct, and how smoothly they read—covering error types, self-corrections, and fluency. This patterning helps you decide where to target instruction: if decoding errors show consistent substitutions or sound-reading gaps, you’d focus on phonics and decoding strategies; if the student struggles with word meaning or phrasing, you’d emphasize vocabulary, fluency practice, and guided oral reading to build automaticity. Self-corrections are a sign of the reader monitoring their comprehension, signaling areas where they’re close but need more support, whereas many uncorrected errors point to specific decoding or sight-word needs. Use these insights to plan targeted lessons and monitor progress over time, rather than relying on word-per-minute alone or waiting until the end of the year.