the students reading and record during this time. There is a specific code for recording which most teachers understand. Once the student has finished reading ask them to retell the story as best they can. After the completion of this, ask them comprehensive questions listed to test them on their understanding of the book. At the end of the assessment add up their running record score and file the assessment sheet away. After the completion of the running record assessment, plan strategies that will improve the students' ability to read and understand the text. Overview of the steps taken when conducting a Running Record assessment: Select the text Introduce the text Take a running record Ask for retelling of the story Ask comprehensive questions Check fluency Analyze the record Plan strategies to improve students reading/understanding ability File results away Difficult or complex content Reading difficult texts Some texts, like in philosophy, literature or scientific research, may appear more difficult to read because of the prior knowledge they assume, the tradition from which they come, or the tone, such as criticizing or parodying. Philosopher Jacques Derrida, explained his opinion about complicated text: "In order to unfold what is implicit in so many discourses, one would have each time to make a pedagogical outlay that is just not reasonable to expect from every book. Here the responsibility has to be shared out, mediated; the reading has to do its work and the work has to make its reader." Other philosophers, however, believe that if you have something to say, you should be able to make the message readable to a wide audience. Hyperlinks Embedded hyperlinks in documents or Internet pages have been found to make different demands on the reader than traditional text. Authors, such as Nicholas Carr, and psychologists, such as Maryanne Wolf, contend that the internet may have a negative impact on attention and reading comprehension. Some studies report increased demands of reading hyperlinked text in terms of cognitive load, or the amount of information actively maintained in one's mind (also see working memory). One study showed that going from about 5 hyperlinks per page to about 11 per page reduced college students' understanding (assessed by multiple choice tests) of articles about alternative energy. This can be attributed to the decision-making process (deciding whether to click on it) required by each hyperlink, which may reduce comprehension of surrounding text. On