The purpose of this project is to develop my background knowledge on analyzing running records for my current role as an Intervention Specialist.

Although I am no longer a Reading Recovery teacher, working as a kindergarten, second grade, and fourth grade Intervention Specialist has given me numerous opportunities to employ the same strategies with my current students. To develop my skills in analyzing running records I am not only conducting a literature review on articles from journals that primarily pertained to running records and miscue analysis, but I also attended the 2013 National Reading Recovery and K-6 Literacy Conference. At the conference I attended 5 workshops pertaining to running records, and from those workshops, I selected two strategies that led to careful decisions about my teaching points after reviewing this assessment tool. I used these two strategies to track my students progress through a series of six lessons with one new book each day. At the Reading Recovery conference, which was held in Columbus for four days, I attended five sessions that were presented by Mary Fried, Bama Coward, Lea McGee, Ellen Sanford, and Sinead Harmey. While attending the workshops at the conference, I began to realize that there was not a high number of sessions that focused on analyzing running records and making teaching points after the familiar read. Focusing on analyzing running records was the recommendation of my teacher leader in my training year for Reading Recovery. In my first semester of working with Reading Recovery students, I struggled with determining a teaching point in order to help students progress successfully through their series of lessons.