Through the performance of the three reading running records, I was able to acquire an understanding in the ability to affectively monitor each child's abilities and then assess their strengths and areas of improvement. For instance, the Connecticut's Blueprint for Reading Achievement states on page 8 of it's guidelines that, "proficient readers read strategically. For example, if they do not understand something they have read, students will use strategies�" In reference to the Connecticut Blueprints, I was able to administer the reading running records and also observe and assess the student's proficiency through the strategies he used. The student consistently used the three cues (semantic, graphophonic, syntactic) in his reading strategies. In another instance, he used background knowledge (another strategy suggested in the Connecticut Blueprints) when he could not read the word "chocolate." First, he used another reading strategy by skipping the word and continued reading. The next two words following "chocolate" were "chip cookie. " The student immediately identified chocolate by making the association of chocolate chip cookie.
Running records are a valuable tool in assessing individual students' achievements within the required guidelines in the Connecticut Blueprint for Reading Achievement. After my experience in administering running records, I am convinced that reading running records will be a vital part as a teacher in assessing my students and getting to know my students as individual learners.