1. Why assess Word Recognition in Context? Provides measure of student’s fluency (through reading rates/qualitative measures of expression) Comprehension questions assess understanding of text Provides measure of student’s reading level (assessed through number of errors and reading rate for each level passage)

2. Materials Needed Student copy and teacher scoring copy o each passage (need to make copies) Stopwatch – to obtain reading rates Calculator – to obtain reading accuracy scores Tape recorder (optional but highly recommended) to check scoring

3. Procedure Start WRC measure at highest level where student got 15+ correct on WRI (automatically identified column) –For example, if student knew 15+ on Primer level, start WRC with primer passage

4. Procedure Place copy of text in front of student Read title/discuss

5. Scoring - Errors Four types of errors 1.Substitutions – student substitutes a different word for the one in the text \ through word and write substituted word over the text 2.Insertions – student inserts a word into the text that was not there ^ and write the word 3.Omissions – student leaves out a word Circle omitted word 4.Teacher supplied words – wait 5 seconds before supplying the word Mark with ( ) around supplied word

6. Scoring – Other Notations These are not counted as errors, but should be marked 1.Self-Corrections √ check 2.Repeated Words or Phrases Squiggle underneath the word

7. Scoring – Basic Rules If student skips an entire line of text, stop the reading and redirect. Do not count as an error. If the student makes the same error (e.g. “bid” for “bird”) and it changes the meaning of the passage – count each instance as a separate error. If it does not change the meaning (e.g. “Marge” for “Mary”) count the error only once.

8. Continue/Discontinue Rules Move to the next level passage if student’s accuracy score is 90% or above (85% on preprimer level text). Stop when student’s accuracy drops below 90%.