ABSTRACT
Monitoring and assessing the reading progress of young children has invariably been a day-to-day part of classroom life. Listening to children read aloud has traditionally been the means by which teachers have done this. With the advent of the National Literacy Strategy, checking up on reading is now most likely to occur during guided reading within the literacy hour and reading conferences outside the literacy hour. It is also probable that children will be heard individually less and less, but with each session taking an increased importance. These sessions will sometimes need to focus specifically on assessing individual children’s competence. Miscue analysis, and the simpler running record, are two practical procedures which support reading assessment in the classroom.
