Early Childhood Education Perfection of Students

Question: Discuss about the Early Childhood Education for Perfection of Students. Answer: Introduction: Running record is a practice that is taken in childhood for checking the perfection of students in the perspective of reading. A session is usually done by using marking conventions and symbols for tracking the level of comprehension. If the running record is found to be poor, then it is assumed that the child is suffering from depression, frustration or problem. The score must be above 90 percent (Pratt Urbanowski, 2015). It is also used to analyze the different types of errors a child is facing. However, a reading record can be implemented on a student by reading a book that has been not read by him previously. While reading this unknown paper, it is believed that this will provide a more accurate reading record of the child. It results in determining the ability of the child in handling the text of the book at varied assessed level. This is the reason the children are provided with a benchmark book on a different level. In this way, the running record assessments of a child can b e determined (Kristiina Montero et al., 2014). Both parents and mentors can gain insight into the state of mind of the assigned children about developmental reading regarding the leveled reading sessions. There are two parts of assessments of running record. One is comprehension check and running record. When a student reads, the mentor is identifying his errors. Errors include omitting a word, inserting a word, substitution of another word, and a person is administering a word to the reader. The three steps of self-correction are structure, meaning and visual. Self-correction is the process of automatic identification of the errors of the child by himself and corrects it as soon as possible. However, when a student rectifies his or her error, then it is no more considered as errors (Shea, 2012). The previous substitution of the student is not counted in the score of mistakes. When the student is not aware of his errors in the running record, then the teacher identifies the list of errors and self-corrections using structure, meaning and visual. The three classifications of meaning, structure and visual are described below. Meaning: Meaning is referred to as a cueing system where the child undertakes a cue for making a sensible sense of the text while thinking information from the provided pictures, the background of a story and meaning of a particular sentence. The cues, in turn, assist the student while reading a particular phrase or word. Structure: the stage of construction means language structure of the text of the book or the material. It is sometimes known as syntax. If the child has implicit knowledge of various structures of language, then the reader will have a better understanding of the language. He or she can feel that they sound correct while reading or pronouncing syntax or a word (Husbye Elsener, 2013). In this stage, the students are re-reading the text for identification of the errors; he had done in earlier reading level. Visual: It is also known as graphophonics cues. It is related to the phonetics of the reader. Visual cues are visible when a student used to analyze a word regarding phonetics. He can also attempt to recall the name from his previous experience. Information of the visual cue is related to the visual look of a letter in a particular word. Usually, a student uses the visual cue when the reader reads the beginning of a nutshell. The sound of the word is familiar to the student (Kolodziej et al., 2016). In analyzing the self-corrections and errors of a reader, meaning, structure and visual (MSV) technique is used by the mentors or teachers. However, a student in many circumstances can rely on one particular type of procedure mentioned above. Mostly, the reader relies on the visual technique more frequently. While in some other cases, another student can count on other techniques such as meaning and structure. These two are the initial methods of self-correction. During the process of rectification of the errors, readers opt for the visual mode for correcting the mistakes in the self-correction process (Sandager, 2014). Childrens reading progress is a vital aspect in determining the developmental rate of children. Information regarding the running record of a reader can be gained from qualitative and qualitative analysis of the reading record. It helps in matching the children with a proper level of the materials provided for reading. Overall development of mind is beneficial for a child that will result in improving the reading skills. References Husbye, N. E., Elsener, A. A. (2013). To move forward, we must be mobile: Practical uses of mobile technology in literacy education courses.Journal of Digital Learning in Teacher Education,30(2), 46-51. Kolodziej, N. J., Lloyd, M. H., Brashears, K. (2016). Using Games to Enhance Students Understanding of Semantics and Syntax.The Reading Professor, 16. Kristiina Montero, M., Newmaster, S., Ledger, S. (2014). Exploring early reading instructional strategies to advance the print literacy development of adolescent SLIFE.Journal of Adolescent Adult Literacy,58(1), 59-69. Pratt, S. M., Urbanowski, M. (2015). Teaching Early Readers to Selfà ¢Ã¢â€š ¬Ã‚ Monitor and Selfà ¢Ã¢â€š ¬Ã‚ Correct.The Reading Teacher. Sandager, B. (2014).Analyzing and Conferring with Students on Running Records to Improve Reading Outcomes. Shea, M. (2012).Running records: Authentic instruction in early childhood education. Routledge.