Looking at the Data - Running Records

Wrapping up Term 2 it's good to reflect on how is the Silent Reading inquiry is going.

From a anecdotal perspective it's going great! The kids are really into reading and jump at the chance to do silent reading, rather than the horrible grumbly murmur that used to echo around the class. Some students have chosen to stick with one series or author, and are onto the 4-5th chapter book. Others like to chop and change regularly.

The hardest group, has been my readers who are reading below 8.5 years, as there is a far more limited selection of books. I also think they wish they were reading some of the higher level books that the other kids are too.

However, being that we just sent reports home with kids. I thought it would be good to look at the data.

Room 7 - Running Record Movement Term 2

 At a glance you can see the results are fairly positive.

  • Twelve students made expected 6 month shift
  • Seven students made 12-18 months shift
  • Six students made less than* 6 months shift

*I say less than instead of 0 months (or none) because for one of the readers in this category, although they did not make a 'half-year gain' they did in fact pass a running record level, and make progress.

So I wanted to show the scores in a slightly different light.

Room 7 - Number of Passed Running records Term 2

At a glance it looks very similar however the numbers are little bit more positive.

  • Eleven students passed 1 running record
  • Nine students passed 2-3 running records
  • Five students did not pass a running record

So what about these 5 that did not pass any tests?

  • No obvious connecting group (i.e. same cultural background, gender etc)
  • 3 at the same level(ish)
  • 1 in the top group
Anecdotally, these 5 couldn't be more different in the way that they engage with their silent reading. In fact, they aren't all that similar across any of their reading work. Because of that I won't be looking for a collective need, and will be trying to support them each at an individual needs level. 


  1. Thanks for sharing what you have here Matt. I agree in that there are some norms we need to set up for our students. Once this is established it is as you've stated - to look at the individuals and cater for their specific needs. Easier said and done in the life of a busy classroom. Looking forward to seeing how these individuals get on over the remainder of the year.


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