When interpreting running records, which indicators prompt targeted instruction?

• A. Patterns in errors, self-corrections, and fluency.
• B. The total number of words read.
• C. The student's handwriting quality.
• D. The time of day.

Answer: (A)

Interpreting running records focuses on identifying specific reading-difficulty patterns so you can tailor instruction. Patterns in errors show where decoding or word recognition breaks down, and analyzing the types of errors helps you decide which instructional focus to target—such as phonics, blending, or chunking during decoding.

Self-corrections reveal whether the reader is monitoring their own reading and what strategies they’re using or lacking; frequent self-corrections point to reinforcing self-monitoring and strategy use. Fluency, including speed, phrasing, and expression, indicates whether the reader is achieving automaticity and comprehending as they read, guiding practice in phrasing, pacing, and prosody.

Other aspects like the total number of words read don’t reveal instructional needs; handwriting quality and time of day aren’t relevant to interpreting running records.