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I Need More Than WCPM! The Word Recognition Record (WR2).

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Title: I Need More Than WCPM! The Word Recognition Record (WR2).
Authors: Reutzel, D. Ray (AUTHOR), Dole, Janice A. (AUTHOR), Fawson, Parker C. (AUTHOR)
Source: Reading Teacher. Jul2026, Vol. 80 Issue 1, p1-11. 11p.
Subjects: Word recognition, Oral reading, Reading speed, Reading ability testing, Reading, Group work in education, Achievement gains (Education)
Abstract: Using an assessment that provides a WCPM score is a necessary, useful, and efficient way to monitor and evaluate students' progress in their reading development. But WCPM does not provide diagnostic information of instructional value to teachers. Adding WR2 to the administration of 1‐min fluency probes (OMFP) allows teachers to track and target individual students' specific word recognition skills in real reading settings adding significant instructional value for teachers. The Word Recognition Record (WR2) uses a research‐based process to analyze oral reading errors of students' 1‐min fluency probes. Based on research reported in 2026, this article describes the development and use of the WR2 in classroom assessment settings. The WR2 can give teachers valuable information from repeated OMFP assessments. For individual students, using the WR2 with each OMFP helps teachers spot patterns in word recognition skills and identify areas needing more support. At the classroom level, it also helps teachers see which students share similar needs and group them for focused small‐group instruction. [ABSTRACT FROM AUTHOR]
Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: I Need More Than WCPM! The Word Recognition Record (WR<superscript>2</superscript>).
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  Data: <searchLink fieldCode="JN" term="%22Reading+Teacher%22">Reading Teacher</searchLink>. Jul2026, Vol. 80 Issue 1, p1-11. 11p.
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  Data: <searchLink fieldCode="DE" term="%22Word+recognition%22">Word recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+reading%22">Oral reading</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+speed%22">Reading speed</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+ability+testing%22">Reading ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Group+work+in+education%22">Group work in education</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+gains+%28Education%29%22">Achievement gains (Education)</searchLink>
– Name: Abstract
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  Data: Using an assessment that provides a WCPM score is a necessary, useful, and efficient way to monitor and evaluate students' progress in their reading development. But WCPM does not provide diagnostic information of instructional value to teachers. Adding WR2 to the administration of 1‐min fluency probes (OMFP) allows teachers to track and target individual students' specific word recognition skills in real reading settings adding significant instructional value for teachers. The Word Recognition Record (WR2) uses a research‐based process to analyze oral reading errors of students' 1‐min fluency probes. Based on research reported in 2026, this article describes the development and use of the WR2 in classroom assessment settings. The WR2 can give teachers valuable information from repeated OMFP assessments. For individual students, using the WR2 with each OMFP helps teachers spot patterns in word recognition skills and identify areas needing more support. At the classroom level, it also helps teachers see which students share similar needs and group them for focused small‐group instruction. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=194871550
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        Value: 10.1002/trtr.70067
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      – Code: eng
        Text: English
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        PageCount: 11
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      – SubjectFull: Word recognition
        Type: general
      – SubjectFull: Oral reading
        Type: general
      – SubjectFull: Reading speed
        Type: general
      – SubjectFull: Reading ability testing
        Type: general
      – SubjectFull: Reading
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      – SubjectFull: Group work in education
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      – SubjectFull: Achievement gains (Education)
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              M: 07
              Text: Jul2026
              Type: published
              Y: 2026
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